The 2003 SARS pandemic heralded the return of quarantine as a vital part of twenty-first century public health practice. Over the last two decades, MERS, Ebola, and other emerging infectious diseases each posed unique challenges for applying quarantine ethics lessons learned from the 2003 SARS-CoV-1 outbreak. In an increasingly interdependent and connected global world, the use of quarantine to contain the spread of SARS-CoV-2, or COVID-19, similarly poses new and unexpected ethical challenges. In this essay, we look beyond standard debates (...) about the ethics of quarantine and state power to explore a key quarantine principle, Reciprocity, and how it is being negotiated by healthcare workers, volunteers, and citizens in the context of the Wuhan, China, quarantine. We analyze Reciprocity through the lens of two Wuhan case studies: healthcare workers, particularly nurses, who are simultaneously essential workers and quarantined citizens, asked by their hospital administration to shave their heads because adequate PPE was not available, and citizen-to-citizen mutual aid societies attempting to fill gaps in essential supplies left unfilled by the state. We analyze social media and video-blogs from Wuhan, on the platforms of Douyin and Sina Weibo, to understand how people define and respond to ethical and legal obligations in the wake of COVID-19. It is no surprise that quarantine principles from the 2003 SARS outbreak are inadequate for COVID-19 and that both infectious disease outbreak responses and ethics must adapt to the virtual age. We offer ideas to strengthen and clarify Reciprocal obligations for the state, hospital administrators, and citizens as the globe prepares for the next wave of COVID-19 circulating now. (shrink)

A professor, dean, and college president for more than twenty years, Francis H. Horn is one of America’s most penetrating educational analysts. And while in this collection of sixteen of his most significant and controversial papers he addresses himself primarily to educational ad­ministrators, the nonspecialist can read what he has to say with pleasure and profit. Extremely well written and jargon free, the essays represent the tenets of Mr. Horn’s main beliefs, many of which go against contemporary conventional views. The (...) papers are divided into four main areas: objectives, problems, administration, and students. Though there is a certain amount of recur­rence of ideas throughout the essays, especially of Mr. Horn’s deeply-held beliefs, the thrust of his thought is objective, patient, provocative, and challenging examination of the realities of the present as well as the hopes of the future. (shrink)

Early Analytic Philosophy: An Inclusive Reader With Commentary contains the most important readings in the development of the analytic tradition in philosophy. Featuring primary source material accompanied by introductions and commentaries, it brings together work by thinkers at the origins of the tradition. Beginning in the 1890s with F.H. Bradley and ending in the 1950s with W.V.O Quine, each chapter includes readings from a particular thinker or movement. Background information and further reading recommendations appear alongside discussion of the main ideas (...) in the readings. Covering well-known figures such as Bertrand Russell, Ludwig Wittgenstein and G.E. Moore, this reader also highlights the central role of neglected figures, such as E.E. Constance Jones and her logical writings, and L. Susan Stebbing's work on analysis and scientific discourse. (shrink)

The major interest and the significant results of the unity of science movement have so far centered in logic, mathematics, and the physical sciences. A number of inquiries from various quarters make insistent the question as to what disposal the movement is to make of that conglomeration of psychological, social, and humanistic studies which the Germans have called the Geisteswissenschaften, and which will here be referred to as the socio-humanistic sciences. These inquiries must be met without evasion. It is a (...) frequent claim that the socio-humanistic sciences are concerned basically with meaning and value, and that these cannot be known by the methods operative in the natural sciences, but must be known by a special method of insight. The unity of science movement will remain a torso — though a significant torso — if it cannot give a full and convincing account of the whole domain of human cultural activities. (shrink)

V. Fabbri, Danse et philosophie. Une pensée en construction, Paris, L'Harmattan, 2007, 244 p. « La construction ne relève pas nécessairement de l'architecture : elle n'est pas architectonique mais rhapsodique, procédant par ajustement et montage de matériaux. » « En tant qu'elles construisent des formes d'expériences, les pratiques artistiques sont toutes traversées par une pratique du langage, y compris et surtout la danse. Ce qui est à construire en relation au langage lui reste au moins (...) - En librairie.

George Fletcher, a foremost scholar in the fields of comparative and international criminal law, was a friend and colleague of Herbert Morris, a renowned scholar and teacher of law and philosophy at the UCLA School of Law. To commemorate and honor the late Herbert Morris, who died in 2022, Fletcher has assembled and edited the selection of essays in this book. Many of the contributors knew Morris on a personal and an academic level. Others only knew of (...) Morris by reputation. The essays fall into four categories: Criminal Law and Theory, Personal Reflections, Art and Literary Criticism, and Law and Religion. This commemorative volume reflects Fletcher's respect and admiration for his friend's accomplishments and lifetime achievements. "In two essays, the late Professor Herbert Morris addresses the fundamental issue in criminal law, whether thoughts alone could constitute a basis of criminal liability. The first essay was "Punishment for Thoughts" and the second, "Persons and Punishment". I consider these two of the most important articles ever published on the theory of criminal law." George Fletche. (shrink)

A collection of William Morris' letters and lectures on his home furnishings firm, stained glass, textiles, furnishing and decorating a house, printing, and art and society.

Henry Morris (1889-1961), the great educational philosopher, and initiator of the integrated community educational centre - embodied in the Cambridgeshire village college system - was county education officer and had his first 'memorandum' on the concept of community education printed by the Cambridge University Press. 1984 is both the 60th anniversary of his first memorandum and the 400th anniversary of the Press and this commemorative book will be published to coincide with a number of events to celebrate that. The (...) book is a collection of his papers, mainly about community education, edited by Professor Harry Re;e, who is closely associated with the Community Education Development Centre in Coventry. (shrink)

This book consists thematically of three broad sections: a lengthy introduction in which Grünbaum critically assesses the hermeneutic construal of psychoanalysis, as represented in the work of Habermas, G. S. Klein, and Ricoeur; a critical examination of Popper's assessment of both psychoanalysis and inductivism; and a logical analysis of core psychoanalytic ideas that constitute the foundation for much of psychoanalytic theory. This last section is, in my view, the heart of the book and therefore, it is that section on which (...) I will focus in this review. (shrink)

The spatial-temporal association indicates that time is represented spatially along a left-to-right line. It is unclear whether the spatial-temporal association is mainly related to a perceptual or a motor component. In addition, the spatial-temporal association is not consistently found using a time reproduction task. Our rationale for this finding is that, classically, a non-lateralized button for performing the task has been used. Using two lateralized response buttons, the aim of the study was to find a spatial-temporal association in a time (...) reproduction task. To account for the perceptual component, reference and target stimuli were presented in different spaces through four experiments. In all experiments, a Spatial-Temporal Association of Response Codes (STEARC) effect was found and this effect was not modulated by the spatial position of both reference and target stimuli. The results suggested that the spatial-temporal association was mainly derived from the spatial information provided by response buttons, reflecting a motor but not visuospatial influence. (shrink)

Colin Morris traces the origin of the concept of the individual, not to the Renaissance where it is popularly assumed to have been invented, but farther back, ...

L’articolo si propone di indagare le implicazioni ecologiche di due differenti tendenze sistemiche: La General Systems Theory di Ludwig von Bertalanffy, che fa da cornice alla Systems Ecology di Eugene Odum; La Second-Order Cybernetics elaborata da Heinz von Foerster, Humberto Maturana e Niklas Luhmann, che costituisce la matrice di un nuovo paradigma ecologico denominato General Ecology. Nell’articolo verranno comparate la GST e la SOC in relazione ai loro differenti modi di intendere il sistema e la sua genesi; il ruolo dell’osservatore (...) nella definizione dei confini di un sistema; e la relazione tra sistema e ambiente. Verrà mostrato come la SOC, mettendo in causa il principio del controllo gerarchico della GST, conduce alla nozione di differenze ecologiche, con la quale si indica una pluralità di diadi sistema-ambiente, problematizzando così la nozione di ambiente come riferimento fisico e oggettivo. (shrink)

E' un'antologia di scritti ideati in un contesto di complessità, non solo teorica, ma anche veramente vissuta nella pratica della formazione e della ricerca, in cui i formatori, educatori, consulenti, persone d'azienda ritroveranno le loro esigenze e i loro riferimenti culturali e operativi.