Judith Butler is one of the most influential late 20th and early 21st century philosophers in regard to left wing politics, as well as an active campaigner for social justice within the United States and worldwide. Her academic work has been foundational to the academic discipline of queer theory and has been extensively critiqued and applied across a hugely wide range of disciplines. In addition, Butler's work itself is extensive covering topics such as gender, sexuality, race, literary theory, and warfare. (...) This article can only serve as a taster for the potential application of her work in relation to nursing, which is in its infancy. This introduction covers three of the potentially most productive themes in Butler's work, namely power, performativity, and ethics. Each of these themes are critically explored in turn, sometimes in relation to their actual application in nursing literature, but also in relation to their potential for producing novel critiques of nursing practice. Suggestions are made about how Butler's work can develop nursing research and practice. The article concludes with a short summary of Butler's key works as well as suggested reading for people interested in examining how her theories have been applied across different academic settings. (shrink)

Allocution, par M. Bouchard.--La signification historique de l'œuvre de Maurice Blondel, par H. Gouhler.--Leibniz et Blondel, par J. Brun.--L'apologétique blondélienne, par G. Maire.--Centenaire de la naissance de Maurice Blondel. Exposition de livres et de documents à la Faculté des lettres et sciences humaines de l'Université de Dijon, 12 mal 1962.

Il y a une double corrélation entre la vie de Dieu et la vie du texte, différemment appréhendée dans les traditions réformée et judaïque. La confrontation de la pensée de Ricœur avec celle de G. Scholem mettra en lumière deux conceptions de la vérité d’un texte : l’une ontologique, tributaire d’une pensée de l’événement, l’autre structurale, ouvrant à une pensée du rythme.

The editors welcome letters from readers, although we cannot guarantee that all will be published. To ensure timeliness, correspondents must respond to an article within seven weeks and not exceed two double‐spaced pages. Letters become the property of the editors and may be edited and shortened at our discretion.

Shakespeare in The Winter’s Tale in describing the annual year names only three seasons—Spring, Summer, and Winter. This tripartite scheme is not unprecedented in Shakespeare’s sonnets and plays, e.g. Sonnet 5.5-6; Sonnet 6.1-2, 2 Henry 6 2.4. 1-3; The Tempest 4.1.114-15. What is unique to The Winter’s Tale involves Shakespeare’s correlation of three seasons to a tripartite division of humankind’s age, with a stress on the climacteric years when one season passes to the next. An assumption and a fact undergird (...) this scheme: that a lifetime is 70 years (Psalm 90, verse 10), and that 23 is an important recurring number in this play. Humankind passes from Spring to Summer at age 23 and from Summer to Winter at age 46. Given the possible calculation of major characters’ ages in The Winter’s Tale, one discovers that Leontes after a sixteen-year gap of time is 44, while—in 1610 (the likely date of the play)—Shakespeare himself is 46. This correspondence is richly evocative of figurative final harvests. (shrink)

The editors welcome letters from readers, although we cannot guarantee that all will be published. To ensure timeliness, correspondents must respond to an article within seven weeks and not exceed two double‐spaced pages. Letters become the property of the editors and may be edited and shortened at our discretion.

Au cours des travaux de la mission de l'École Française à Amathonte (Chypre) a été découverte, en 1984, une inscription phénicienne gravée sur un fond de coupe attique de vernis noir. L'inscription se compose d'un nom de personne, précédé de la préposition L « (appartenant) à ». Il s'agit d'un nom de personne théophore qu'on propose de lire YKNSM[S] « (dieu) Sams établira fermement ». L'inscription peut être datée de la première moitié du ve siècle av. J.-G.

Phenomenology of Civilization explores the philosophy of Edmund Husserl and R.G. Collingwood, two of the most influential philosophers of the twentieth century. Husserl founded phenomenology, which has had a direct effect on contemporary philosophy, and Collingwood, though less formally known, is still one of the most commonly read twentieth century philosophers. Maurice Eisenstein examines their work in relation to recent philosophy, particularly focusing on existentialism, Heideggerian phenomenology, and postmodernism. He brings these two philosophers together because they were contemporaries of (...) each other, addressed the same audience, and, therefore, had similar issues to influence them. This discussion of Husserl and Collingwood's work moves beyond Husserl's phenomenology, and Collingwood's typical association with Hegel or Kant, to a new understanding of their ideas through an association with each other in regard to contemporary philosophy and political theory. Eisenstein's discoveries place Husserl and Collingwood into the main Western liberal political tradition with Dewey and James, rather than the more radical critique of that tradition with Sartre and Heidegger. (shrink)

The purpose of this study was to compare working memory (WM), executive function, academic ability and problem classroom behaviors in children aged 8 to 11 years who were either identified via routine screening as having low WM, or had been diagnosed with ADHD. Standardised assessments of WM, executive function and reading and mathematics were administered to 83 children with ADHD, 50 children with low WM and 50 typically developing children. Teachers rated problem behaviors on checklists measuring attention, hyperactivity/impulsivity, oppositional behavior, (...) and difficulties associated with executive function in the classroom. The ADHD and low WM groups had highly similar WM and executive function profiles, but were distinguished in two key respects: children with ADHD had higher levels of rated and observed impulsive behavior, and children low WM had slower response times. Possible mechanisms for these common and distinct deficits are discussed. (shrink)