This volume focuses on the American philosopher and psychologist William James and his engagements with European thought, together with the multidisciplinary reception of his work on both sides of the Atlantic since his death. James participated in transatlantic conversations in science, philosophy, psychology, religion, ethics, and literature.

Psychosocial distress is highly prevalent in cancer patients, approaching rates around 40% across various cancer sites according to multicenter studies. As such, distress screening procedures have been developed and implemented to identify and respond to cancer patients' psychosocial distress and concerns. However, many cancer patients continue to report unmet psychosocial needs suggesting gaps in connecting patients with psychosocial services. Presently, there is a paucity of research examining sex-based disparities in referral rates to behavioral oncology services, particularly for adolescent and young (...) adult cancer patients. Informed by gender role conflict and empirical literature documenting disparities in cancer care and treatment based on a variety of sociocultural variables, this study aimed to examine the presence of sex disparities in referral rates to behavioral oncology services for AYA cancer patients. Data for this study consisted of 1,700 AYA cancer patients who completed a distress screening at a large cancer center of a teaching hospital in the Midwestern United. Results indicated that patient sex significantly predicted the odds of behavioral oncology referral. This finding indicates that female AYA cancer patients are 2.5 times more likely to be referred to behavioral oncology services compared to male AYA cancer patients after controlling for psychosocial distress and emotional, family, and practical problems. Additionally, we found that emotional problems significantly moderated the odds of referral for males and females, however the odds of referral for males who endorsed emotional problems were lower than males who did not endorse emotional problems. This contrasted with female AYA cancer patients where the endorsement of emotional problems increased the odds of referral to behavioral oncology services. Findings are discussed with particular focus on how to enhance equitable care and reduce sex and other sociocultural-based disparities in AYA psychosocial oncology. (shrink)

Although universal schooling has been adopted as a goal by international organizations, bilateral aid agencies, national governments, and non-profit organizations, little sustained international attention has been devoted to the purposes or goals of universal education. What is universal primary and secondary education intended to accomplish? This book, which grew out of a project of the American Academy of Arts & Sciences, offers views from Asia, Africa, Europe, North America and South America on the purposes of universal education while considering diverse (...) cultures, religions, and professions. It is the first book in which renowned authors from around the world have proposed, considered, and debated goals of basic and secondary education, engaging in a constructive dialogue on one of the most pressing issues facing education today. (shrink)

This special issue of the journal Les Archives de Philosophie aims to underline the diversity of the doctrines at Port-Royal. It focusses on semiology, epistemology anf theology It ries to caracterize the theories of Port Royal not only in connection with their contemporaries, but also with the Medieval and Post-medieval traditions.

Boarding school is a major educational option for many students (e.g., students living in remote areas, or whose parents are working interstate or overseas, etc.). This study explored the motivation, engagement, and achievement of boarding and day students who are educated in the same classrooms and receive the same syllabus and instruction from the same teachers (thus a powerful research design to enable unique comparisons). Among 2,803 students (boardingn= 481; dayn= 2,322) from 6 Australian high schools and controlling for background (...) attributes and personality, we found predominant parity between boarding and day students in their motivation, engagement, and achievement. We also found that classroom-average motivation, engagement, and achievement was not significantly affected by the number of boarders (relative to day students) in the classroom. In addition, the effects of boarding were generally not moderated by students’ background or personality attributes. We conclude that boarders have academic opportunities and outcomes that are comparable to their day student counterparts. Implications for students, teachers, and parents are discussed. (shrink)

Bringing together Edmund Husserl, Martin Heidegger and Jan Patocka, this book provides a comprehensive examination of the central role that questioning plays in phenomenology. Joel Hubick not only offers a phenomenological analysis of the activity of asking questions, but further traces the development of this form of questioning in the early stages of the phenomenology movement. Starting with Husserl's motto 'to the matters themselves', Hubick examines how the phenomenological method utilizes questioning as a means to both return to and to (...) preserve the phenomena in order to re-experience them anew. He then demonstrates how Heidegger takes up Husserl's phenomenology as presented in the Logical Investigations and, in doing so, develops phenomenology into a philosophy of possibility, one that seeks in equal measure to preserve questions while also answering them. Continuing this questioning philosophy, this volume showcases how Patocka explicitly advances what had remained implicit in both Husserl and Heidegger's works; namely, phenomenology understood as a set of questions - from 'what is history?' to 'who am I?' - all of which elicit original experiences for future generations of thinkers. With a close focus on the primary material of these three fundamental figures, The Phenomenology of Questioning affords a crucial insight into the history of phenomenological reasoning, as well as a reminder to today's phenomenologists to continue asking questions. (shrink)

In face of the multiple controversies surrounding the DSM process in general and the development of DSM-5 in particular, we have organized a discussion around what we consider six essential questions in further work on the DSM. The six questions involve: 1) the nature of a mental disorder; 2) the definition of mental disorder; 3) the issue of whether, in the current state of psychiatric science, DSM-5 should assume a cautious, conservative posture or an assertive, transformative posture; 4) the role (...) of pragmatic considerations in the construction of DSM-5; 5) the issue of utility of the DSM - whether DSM-III and IV have been designed more for clinicians or researchers, and how this conflict should be dealt with in the new manual; and 6) the possibility and advisability, given all the problems with DSM-III and IV, of designing a different diagnostic system. Part I of this article took up the first two questions. Part II will take up the second two questions. Question 3 deals with the question as to whether DSM-V should assume a conservative or assertive posture in making changes from DSM-IV. That question in turn breaks down into discussion of diagnoses that depend on, and aim toward, empirical, scientific validation, and diagnoses that are more value-laden and less amenable to scientific validation. Question 4 takes up the role of pragmatic consideration in a psychiatric nosology, whether the purely empirical considerations need to be tempered by considerations of practical consequence. As in Part 1 of this article, the general introduction, as well as the introductions and conclusions for the specific questions, are written by James Phillips, and the responses to commentaries are written by Allen Frances. (shrink)

In A Question of Time, Joel Pearl offers a new reading of the foundations of psychoanalytic thought, indicating the presence of an essential lacuna that has been integral to psychoanalysis since its inception. Pearl returns to the moment in which psychoanalysis was born, demonstrating how Freud had overlooked one of the most principal issues pertinent to his method: the question of time. The book shows that it is no coincidence that Freud had never methodically and thoroughly discussed time and that (...) the metaphysical assumption of linear time lies at the very heart of Freudian psychoanalysis. Pearl¿s critical reading of Freud develops through an original dialogue that he creates with the philosophy of Martin Heidegger and, specifically, with the German philosopher¿s notion of temporality. Pearl traces the encounter between Freud and Heidegger by observing the common inspiration shaping their thinking: philosopher Franz Brentano, who taught both Freud and Edmund Husserl, Heidegger¿s mentor. The book travels down an alternate path, one overlooked by Freudian thought ¿ a path leading from Brentano, through Husserl and onto Heidegger¿s notion of time, which is founded on the ecstatic¿ interrelation of past, present and future. Dr. Joel Pearl specializes in phenomenology and psychoanalysis on which he has published several articles. He teaches philosophy at the Academic College of Communication, Rishon LeZion, Israel. In addition, Pearl is a dynamic psychotherapist and a member of The Tel-Aviv Institute for Contemporary Psychoanalysis. (shrink)

In the conclusion to this multi-part article I first review the discussions carried out around the six essential questions in psychiatric diagnosis – the position taken by Allen Frances on each question, the commentaries on the respective question along with Frances’ responses to the commentaries, and my own view of the multiple discussions. In this review I emphasize that the core question is the first – what is the nature of psychiatric illness – and that in some manner all further (...) questions follow from the first. Following this review I attempt to move the discussion forward, addressing the first question from the perspectives of natural kind analysis and complexity analysis. This reflection leads toward a view of psychiatric disorders – and future nosologies – as far more complex and uncertain than we have imagined. (shrink)

We report on the small-scale (0.5 13 h - 1M, a large-scale bias of ~2.0 and a satellite fraction of 12 ± 2 per cent. Thus, these galaxies occupy haloes with average masses in between those of the higher redshift BOSS CMASS sample and the original SDSS I/II luminous red galaxy sample © 2012 The Authors Published by Oxford University Press on behalf of the Royal Astronomical Society © doi:10.1093/mnras/sts314.

In face of the multiple controversies surrounding the DSM process in general and the development of DSM-5 in particular, we have organized a discussion around what we consider six essential questions in further work on the DSM. The six questions involve: 1) the nature of a mental disorder; 2) the definition of mental disorder; 3) the issue of whether, in the current state of psychiatric science, DSM-5 should assume a cautious, conservative posture or an assertive, transformative posture; 4) the role (...) of pragmatic considerations in the construction of DSM-5; 5) the issue of utility of the DSM – whether DSM-III and IV have been designed more for clinicians or researchers, and how this conflict should be dealt with in the new manual; and 6) the possibility and advisability, given all the problems with DSM-III and IV, of designing a different diagnostic system. Part 1 of this article took up the first two questions. Part 2 took up the second two questions. Part 3 now deals with Questions 5 & 6. Question 5 confronts the issue of utility, whether the manual design of DSM-III and IV favors clinicians or researchers, and what that means for DSM-5. Our final question, Question 6, takes up a concluding issue, whether the acknowledged problems with the earlier DSMs warrants a significant overhaul of DSM-5 and future manuals. As in Parts 1 & 2 of this article, the general introduction, as well as the introductions and conclusions for the specific questions, are written by James Phillips, and the responses to commentaries are written by Allen Frances. (shrink)

In face of the multiple controversies surrounding the DSM process in general and the development of DSM-5 in particular, we have organized a discussion around what we consider six essential questions in further work on the DSM. The six questions involve: 1) the nature of a mental disorder; 2) the definition of mental disorder; 3) the issue of whether, in the current state of psychiatric science, DSM-5 should assume a cautious, conservative posture or an assertive, transformative posture; 4) the role (...) of pragmatic considerations in the construction of DSM-5; 5) the issue of utility of the DSM - whether DSM-III and IV have been designed more for clinicians or researchers, and how this conflict should be dealt with in the new manual; and 6) the possibility and advisability, given all the problems with DSM-III and IV, of designing a different diagnostic system. Part I of this article will take up the first two questions. With the first question, invited commentators express a range of opinion regarding the nature of psychiatric disorders, loosely divided into a realist position that the diagnostic categories represent real diseases that we can accurately name and know with our perceptual abilities, a middle, nominalist position that psychiatric disorders do exist in the real world but that our diagnostic categories are constructs that may or may not accurately represent the disorders out there, and finally a purely constructivist position that the diagnostic categories are simply constructs with no evidence of psychiatric disorders in the real world. The second question again offers a range of opinion as to how we should define a mental or psychiatric disorder, including the possibility that we should not try to formulate a definition. The general introduction, as well as the introductions and conclusions for the specific questions, are written by James Phillips, and the responses to commentaries are written by Allen Frances. (shrink)

In its central use “phenomenology” names a movement in twentieth century philosophy. A second use of “phenomenology” common in contemporary philosophy names a property of some mental states, the property they have if and only if there is something it is like to be in them. Thus, it is sometimes said that emotional states have a phenomenology while belief states do not. For example, while there is something it is like to be angry, there is nothing it is like to (...) believe that Paris is in France. Although the two uses of “phenomenology” are related, it is the first which is the current topic. Accordingly, “phenomenological” refers to a way of doing philosophy that is more or less closely related to the corresponding movement. Phenomenology utilizes a distinctive method to study the structural features of experience and of things as experienced. It is primarily a descriptive discipline and is undertaken in a way that is largely independent of scientific, including causal, explanations and accounts of the nature of experience. Topics discussed within the phenomenological tradition include the nature of intentionality, perception, time-consciousness, self-consciousness, awareness of the body and consciousness of others. Phenomenology is to be distinguished from phenomenalism, a position in epistemology which implies that all statements about physical objects are synonymous with statements about persons having certain sensations or sense-data. George Berkeley was a phenomenalist but not a phenomenologist. -/- Although elements of the twentieth century phenomenological movement can be found in earlier philosophers—such as David Hume, Immanuel Kant and Franz Brentano—phenomenology as a philosophical movement really began with the work of Edmund Husserl. Following Husserl, phenomenology was adapted, broadened and extended by, amongst others, Martin Heidegger, Jean-Paul Sartre, Maurice Merleau-Ponty, Emmanuel Levinas and Jacques Derrida. Phenomenology has, at one time or another, been aligned with Kantian and post-Kantian transcendental philosophy, existentialism and the philosophy of mind and psychology. -/- This article introduces some of the central aspects of the phenomenological method and also concrete phenomenological analyses of some of the topics that have greatly exercised phenomenologists. (shrink)

I argue that Jan Patočka’s phenomenology can be understood as a kind of questioning philosophy that preserves the work and thought of Edmund Husserl by holding it in hindsight. Following Martin Heidegger’s lead to take up Husserl’s phenomenological questions more than Husserl’s answers, Patočka further develops Heidegger’s strategy with the addition of heresy: the philosophical process of distinguishing traditional questions from their answers in such a way as to preserve both, the original wonder sourced in questioning as well as the (...) specific answers that compose tradition. As excellent answers can tend to eclipse the powerful dynamism of original questions, heretical philosophy is revealed to be Patočka’s way to take up, modify, and enact Husserl’s motto “to the [questions] themselves!” In this way, Patočka’s further develops phenomenology while at the same time throwing a thinker back onto phenomenology’s central questions. (shrink)

I analyze the potential a link between the problem of plagiarism and academic responsibility. I consider whether or not the way teachers and students view each other, education, and the writing process is irresponsible wherein producing papers becomes more valuable than the genuine learning that paper writing is originally intended to indicate and facilitate. This irresponsibility applies to both students and teachers who allow writing papers to be industrialized into meaningless tasks done in order to obtain a grade / pass (...) a course. In this irresponsible situation, plagiarism can appear an efficient, albeit dishonest, gamble to succeed. Using the thought of Edmund Husserl, Martin Heidegger, and Jan Patoèka to philosophically assess and respond to this academic situation, I argue for a way to restore the teacher-student relationship to a proper state of care and responsibility. (shrink)

Introduction : death, metaphysics, and morality / John Martin Fischer Death knocks / Woody Allen Rationality and the fear of death / Jeffrie G. Murphy Death / Thomas Nagel The Makropulos case : reflections on the tedium of immortality / Bernard Williams The evil of death / Harry S. Silverstein How to be dead and not care : a defense of Epicurus / Stephen E. Rosenbaum The dead / Palle Yourgrau The misfortunes of the dead / George Pitcher Harm to (...) others / Joel Feinberg Reasons and persons / Derek Parfit Why is death bad? / Anthony L. Brueckner and John Martin Fischer Death and the value of life / Jeff McMahan Annihilation / Steven Luper-Foy Epicurus and annihilation / Stephen E. Rosenbaum Some puzzles about the evil of death / Fred Feldman Well-being and time / J. David Velleman. (shrink)

Various philosophers have argued that in order to be morally responsible, we need to be the "ultimate sources'' of our choices and behavior. Although there are different versions of this sort of argument, I identify a "picture'' that lies behind them, and I contend that this picture is misleading. Joel Feinberg helpfully suggested that we scale down what might initially be thought to be legitimate demands on "self-creation,'' rather than jettison the idea that we are truly and robustly responsible. I (...) follow Feinberg in rejecting various "inflated'' demands on "origination,'' "initiation,'' or ultimate sourcehood. (shrink)

In _The Moral Austerity of Environmental Decision Making_ a group of prominent environmental ethicists, policy analysts, political theorists, and legal experts challenges the dominating influence of market principles and assumptions on the formulation of environmental policy. Emphasizing the concept of sustainability and the centrality of moral deliberation to democracy, they examine the possibilities for a wider variety of moral principles to play an active role in defining “good” environmental decisions. If environmental policy is to be responsible to humanity and to (...) nature in the twenty-first century, they argue, it is imperative that the discourse acknowledge and integrate additional normative assumptions and principles other than those endorsed by the market paradigm. The contributors search for these assumptions and principles in short arguments and debates over the role of science, social justice, instrumental value, and intrinsic value in contemporary environmental policy. In their discussion of moral alternatives to enrich environmental decision making and in their search for a less austere and more robust role for normative discourse in practical policy making, they analyze a series of original case studies that deal with environmental sustainability and natural resources policy including pollution, land use, environmental law, globalism, and public lands. The unique structure of the book—which features the core contributors responding in a discourse format to the central chapters’ essays and debates—helps to highlight the role personal and public values play in democratic decision making generally and in the field of environmental politics specifically. _Contributors._ Joe Bowersox, David Brower, Susan Buck, Celia Campbell-Mohn, John Martin Gillroy, Joel Kassiola, Jan Laitos, William Lowry, Bryan Norton, Robert Paehlke, Barry G. Rabe, Mark Sagoff, Anna K. Schwab, Bob Pepperman Taylor, Jonathan Wiener. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Dr. Jacques L. and Martin Hide-a-Guerre: The Subject of New HistoricismStephen Bretzius (bio)Joel Fineman. The Subjectivity Effect in Western Literary Tradition: Essays Toward the Release of Shakespeare’s Will. Cambridge: MIT P, 1991. [SW]Stephen Greenblatt. Learning to Curse: Essays in Early Modern Culture. New York: Routledge, 1990.Stephen Greenblatt. Shakespearean Negotiations: The Circulation of Social Energy in Renaissance England. Berkeley: U of California P, 1988.The word ‘theory’ stems from the Greek (...) verb theorein. The noun belonging to it is theoria. Peculiar to these words is a lofty and mysterious meaning. The verb theorein grew out of the coalescing of two root words, thea and horao. Thea (cf. theater) is the outward look, the aspect, in which something shows itself.... The second root word in theorein, horao, means: to look at something attentively, to look it over, to view it closely. Thus it follows that theorein is thean horan, to look attentively on the outward appearance wherein what presences becomes visible and, through such sight—seeing—to linger with it.—Martin Heidegger, “Science and Reflection”Hamlet: ‘Sblood, there is something in this more than natural, if philosophy could find it out. A flourish.Guildenstern: There are the players.—Hamlet 2.2.366–681In setting forth Shakespeare’s unique role within an important institutional appropriation of the early modern theater by the postmodern university, together with a corresponding postmodern theory already shaping the early modern theater, a highly stylized early play like Romeo and Juliet is a good place to begin. For here, and from the beginning, the play unfolds outside (and therefore inside) the “deconstructed” binarisms characteristic of a certain poststructural literary theory generally—womb-tomb, light-dark, female-male, Capulet-Montague, waking-sleeping, all-nothing, lark-nightingale, love-hate, late-early, vice-virtue, poison-remedy, mercy-murder, wedding-funeral, dove-raven, fiend-angel, wolf-lamb, miss-mend, stand-stir, haste-destiny, and so on. 1 Here the nonbinary language [End Page 73] of the theater anticipates the “unlimited semiosis” of postmodern literary and cultural theory precisely by extending that nonbinary language to the opposition theater-theory, which the play also undermines. To cite only one particularly central example, literary criticism’s ongoing concerns with the cultural and ritualistic origins of tragedy are not just explored but explained—theorized—by the play’s self-conscious identification of Juliet as both “dove” (“So shows a snowy dove trooping with crows” [1.5.48]) and “lamb” (“Juliet! Fast, I warrant her, she. / Why, lamb! Why, lady!” [4.5.1–2]). The theatrical experience of the play’s “poor sacrifices” [5.3.318] is further related to the Catholic mass, out of which Shakespeare’s own tragic theater significantly evolves, by “Come Lammas Eve at night shall she be fourteen” [1.3.17] (Lammas [hlammas] hlaf ‘loaf, bread,’ maesse ‘mass’) and “God’s bread, it makes me mad!” [3.5.176]. 2 Redoubling this Christian context for sacrifice, a seasonal parallel in the myth of Persephone stolen away by Pluto shows through “Death lies on her like an untimely frost / Upon the sweetest flower of all the field” [4.5.28–29] and “O son, the night before thy wedding-day / Hath Death lain with thy wife” [35–36]. Within the same ongoing theorization of the play’s own theater, the “pomegranate tree” in Juliet’s “It was the nightingale, and not the lark... / Nightly she sings on yon pomegranate tree” [3.5.2–4] further joins Juliet to Persephone, Lady Capulet to Ceres, and “love-devouring death” [2.6.7] to Hades.From the play to the theory, then, influential critiques of performative discourse and its ritualistic origins in postsubjective (post-Lacanian) sacrifice are generated not only by the postmodern university, but also, in Romeo and Juliet, by the early modern theater. For the play, and not simply the theory, is already about the play—and autobiographical, from Montague’s “Away from light steals home my heavy son, / And private in his chamber pens himself” [1.1.137–38] through Juliet’s “Was ever book containing such vile matter / So fairly bound” [3.2.83–84] to Romeo’s frantic “get me ink and paper... (shrink)

In the last two decades, Ralph Cudworth has been acknowledged as one of the paramount figures in the history of theories of consciousness. This paper discusses the interpretation defended by Udo Thiel and Vili Lähteenmäki. Both contend that, for Cudworth, the reflexivity defining consciousness does not constitute self-consciousness, which, they say, requires self-determination for practical ends. On the contrary, I argue that for Cudworth any degree of consciousness implies a species of self-perception that must be considered a degree of self-consciousness. (...) To do justice to Cudworth’s full position, I claim, we must take into account a kind of consciousness that I call ‘to-oneself ’ consciousness. Furthermore, I argue, the problem of the ethical self-formation of every human soul as one personality should be seen as going beyond the mere consideration of practical rationality. (shrink)

This paper will attempt to establish a framework for the term vedanā. Then it will present the range of the different feeling tones: pleasant, unpleasant and neutral. It will point out that ‘neutral’ feeling tone can be defined in different ways as either non-existing, indeterminate, indifference or the beginning of equanimity. Following this, vedanā will be discussed in the context of the five nāma factors: contact, feeling-tone, perception, intention and attention. This paper will suggest that mindfulness can be of benefit (...) because it possibly gives rise to what is referred to in the early Pāli texts as ‘unwordly pleasant’ feeling tones. The paper concludes by making a connection between the practice of mindfulness of feeling-tones and the cultivation of the ethical precepts as an antidote to unskilful reactive patterns that arise in relation to vedana. (shrink)

Éliane Viennot, professeure de littérature française, spécialiste des femmes d’État de la Renaissance, conduit une réflexion sur les femmes et la question du pouvoir en France. Après les deux premières synthèses publiées chez Perrin sur les périodes ve-xvie et xviie-xviiie siècles, cet ouvrage aborde la période révolutionnaire. L’auteure adhère au récit de la « fermeture » bien qu’elle ne passe pas sous silence les moments d’avancée pour la cause des femmes qu’ont parfois permis les événement...

Cet important ouvrage collectif est issu d’un colloque international pluridisciplinaire tenu à Rouen en mai 2005. Dans une chronologie, relativement, resserrée, de la fin du Moyen Age aux lendemains de la Révolution, il explore les différentes voies qu’ont pu emprunter des écrivaines francophones dans l’écriture de l’histoire. Mettre en visibilité des femmes illustres qui démontrent les qualités de leur sexe, écrire des mémoires, ou servir l’histoire à travers la fiction dans des nouvelles ou...

La sociología de la literatura da explicación de las condiciones de existencia de lo literario en Bélgica y de su rivalidad inevitable con la institución francesa. Es posible señalar, entre estos dos campos literarios, vínculos diacrónicos de connivencia, con particular relieve entre el Simbolismo y el Surrealismo desarrollado en ambos países: comparten el rechazo de las constricciones que tiranizan al individuo y la defensa de la escritura como vía de liberación hacia una vida más plena. A la vez, la sociología (...) de lo literario nos permite advertir las diferencias, cruciales, entre el Surrealismo de André Breton y el de Paul Nougé. (shrink)

Peut-on mieux caractériser autrement Hannah Arendt que par la passion de comprendre, par cette large appétence à saisir l'inédit du monde dans toute sa complexité? Introduite en France depuis une vingtaine d'années seulement, la philosophe, qui a toujours entretenu un rapport tumultueux avec la philosophie, y est considérée aujourd'hui comme un auteur majeur grâce à des ouvrages comme Les Origines du totalitarisme, La Crise de la culture ou La Condition de l'homme moderne. On ne cesse de la citer, de la (...) lire ou de s'y référer, tant dans le domaine philosophique que dans les sciences politiques ou sociales. Mais comment connaître davantage son itinéraire Intellectuel et l'articulation d'une pensée forte, qui touche à des domaines aussi divers? Comment percevoir les intuitions clés d'Hannah Arendt au-delà d'une seule approche événementielle? Philosophe de formation, elle aussi, Martine Leibovici invite ici à mieux découvrir ou redécouvrir la cohérence et l'originalité d'une réflexion qui marque en profondeur le XXe siècle. (shrink)

Science et sagesse, ou la forme logique de la démonstration Selon la Lettre Dédicatoire du De Cive à William Cavendish, troisième comte de Devonshire, datée par Hobbes du 1er novembre 1641 à Paris, autant y a-t-il de genres de choses où la raison humaine trouve à s’exercer, autant y a-t-il de parties de la philosophie, la philosophie devant recevoir autant de noms différents qu’elle comporte de ramifications conformes à la diversité des matières soumises au raisonnement. Quand le raisonnemen...

The new word “beme” is an adaptation of the linguist’s word “morpheme,” which means the smallest unit of meaning. A “beme” is the smallest unit of being, or existence. Being is usually defined as a state of existing, or as somebody’s essential nature or character. Hence, a beme is the smallest unit of someone’s essential nature or character. For example, the image of one’s mother, a predilection toward honesty and the ways one smiles are all examples of bemes. “Bemes” are (...) similar to “memes,” units of cultural transmission that were first explicated in 1976 by Richard Dawkins[1]. Memes parallel without biochemistry the replication and mutation characteristics of genes. An idea such as “war is bad” is a meme that can be passed from person to person the way genes are passed from parents to children. The meme “war is bad” can also be mutated into “war is always bad” or “war is good” just as genes for growth can be mutated into gigantism or dwarfism. “Memes” span a broader field than the linguistic-bound morphemes , and are studied more for their transmissibility characteristics than for their inherent meaning. By analogy, a beme is a unit of existence, nature or character that can behave like a gene. Hence, a beme can produce behaviors like a gene can produce proteins. Also, a beme can be replicated or combined or mutated either within a being or in an offspring . In certain instances, bemes might be thought of as very specific kinds of memes. But most small units of existence are not units of cultural transmission. In any event, the growing public familiarity with the concept of memes is helpful in gaining understanding of the new concept of bemes. (shrink)