In lieu of an abstract, here is a brief excerpt of the content:194 HISTORY OF PHILOSOPHY and properly, in a consideration of Bradley, although it is a little like citing Bradley in his own behalf. In all, Mr. Saxena's book is carefully researched and judicious, selecting Bradley's chief metaphysical themes for explication and defence. As one slight criticism: Bradley's doctrine of truth is treated as coherence, which it indeed was on the level of reality; but he dealt with truth quite (...) differently in immediate experience and on the level of appearance (elaborating those levels in his Essays on Truth and Reality), and hia metaphysics would appear richer if those theories of truth were discussed and applied to their appropriate realms. It~J~ Ross Scripps College Filosofia e SLoria nel Pensiero Crociano. By Adriano Bausola. (Milano: SocietA editrici Vitae Pensiero, 1965. Pp. 280. Paper. L. 4~500.) Etica e Politica nel Pensiero dl Benedetto Croce. (Milano: SocietA editrici Vitae Pensiero, 1966. Pp. 265. Paper. L 3,500.) Theee two volumes examine respectively Croce's doctrines of the theoretic and of the practical spheres of experience and thus treat of many of the main tenets of Croce's entire philosophy. For within these spheres, Adriano Bausola critically discusses important views which occur in the areas of logic, gnoseology, theory of history, as well as in ethics, economic and political doctrine. The scope of Bausola's treatment is in accord with Croce's own approach to philosophy, since strictly speaking, neither the theoretic nor the practical sphere can be correctly understood in abstraction from the other. Moreover, in his treatment of Croce's view, Bausola frequently discusses the criticisms of other contemporary Italian Crocean critics,as for example, of Gentile, Guido Calogero and Ugo Spirito, and this method of exposition has the advantages of making Croce's own position clear and of giving us some idea of very recent Italian philosophy. According to Bausola, the essential character of Croce's philosophy is shown in his rejection of every view which admits of transcendent experience or of abstract ideas. Thus, Filosofia e Storia critically traces this rejection as it occurs throughout the theoretic sphere of experience and attempts to make explicit the "positive" Crocean doctrine which accompanies his denial of the transcendent and of the abstract. Here Bausola concludes that despite Croce's claim to the contrary, there is more than one "logical" reason for Croce's refutation of the transcendent. Among these reasons are Croce's view of the identity of subject and object, his refutation of every mediate cognitive process, of every inference, and of every experience which issupposed to be neither theoretic nor practical. Chapter i ol Filosofia c Storia discusses the foundation of Croce's philosophy which Bausola maintains should be described as "spiritualism" (spiritualismo) rather than as "idealism" (idealismo), since for Croce, reality is fundamentally "spirit" and not "pure thought." Chapters 11 and 111 treat specifically of epistemic problems, such as, the nature of philosophic or pure concepts and the judgments to which they give rise, the nature of scientific or pseudoconcepts and the relations between philosophy and science. Chapters IV and v treat of Croce's view of the nature of "the real" and of the relations between the categories---their autonomy and their unity. Here Bausola attempts to show that Croce's transcendental deduction of the four forms of experience (aesthetic, logical, economic and ethical) has failed and that his demonstration shows merely that the distinction between these forms are empirical. Chapter IV then discusses Croce's view of philosophy as history. The next three chapters present a critical analysis of Croce's doctrine of error which forms one of his most interesting contributions to philosophy. Here Bausola's task is not to consist of an explication of the central Crocean view on error, but rather of an examination of its "concrete" development and its validity. At the outset of his discussion, Bausola asks: Does error ever result from non-practical as well as from practical acts? BOOK REVIEWS 195 Does error invariably result from conscious volition? And Bausola tries to show contrary to Croce% view that there are instances of error which do not involve conscious volition, but that Croce% denial of such instances follows... (shrink)

The author has constructed a concept of conditionals by synthetizing and developing unconnected insights scattered through the literature. The result is incorporated in a formal deductive system, based on a series of "paradox-free" systems initiated by Alonzo Church and interpreted according to principles suggested chiefly by Everett Nelson and by Anderson and Belnap. The basic concept is the sufficiency relation holding between clauses of a conditional, or rather between the relevant states of affairs asserted by the clauses. The logic of (...) sufficiency is developed by using a phenomenological method, much like that of the ordinary-language linguists, to place restrictions on truth-functional logic. For example, conjunction is replaced by adjunction [ = df. ~ ] and this concept is used to modify modus ponens and simplification. Relevance requirements avoid the paradoxes of material implication. These principles, together with a number of physical modalities and some modifications of the concept of induction, are used to attack Goodman's paradox and the paradoxes of confirmation, and to form a concept of cause. The formal system incorporates the principles judged desirable by the analysis of how conditionals are used in discourse. Mr. Barker is modest in his claims, emphasizing that his material is not original and saying only that some of the famous paradoxes "show signs of yielding." Interested students will be grateful for this monograph. It is a valuable compendium of widely scattered work of a difficult and complicated subject, and should be both helpful and stimulating. Moreover, it is particularly clear and readable.--L. G. (shrink)

Care theory is used to describe an approach to global ethics and moral education. After a brief introduction to care ethics, the theory is applied to global ethics. The paper concludes with a discussion of moral education for personal, political, and global domains.

Nel Noddings, one of the central figures in the contemporary discussion of ethics and moral education, argues that caring--a way of life learned at home--can be extended into a theory that guides social policy. Tackling issues such as capital punishment, drug treatment, homelessness, mental illness, and abortion, Noddings inverts traditional philosophical priorities to show how an ethic of care can have profound and compelling implications for social and political thought. Instead of beginning with an ideal state and then describing a (...) role for home and family, this book starts with an ideal home and asks how what is learned there may be extended to the larger social domain. Noddings examines the tension between freedom and equality that characterized liberal thought in the twentieth century and finds that--for all its strengths--liberalism is still inadequate as social policy. She suggests instead that an attitude of attentive love in the home induces a corresponding responsiveness that can serve as a foundation for social policy. With her characteristic sensitivity to the individual and to the vulnerable in society, the author concludes that any corrective practice that does more harm than the behavior it is aimed at correcting should be abandoned. This suggests an end to the disastrous war on drugs. In addition, Noddings states that the caring professions that deal with the homeless should be guided by flexible policies that allow practitioners to respond adequately to the needs of very different clients. She recommends that the school curriculum should include serious preparation for home life as well as for professional and civic life. Emphasizing the importance of improving life in everyday homes and the possible role social policy might play in this improvement, _Starting at Home_ highlights the inextricable link between the development of care in individual lives and any discussion of moral life and social policy. (shrink)

Care theory offers a way to overcome a weaknessof liberalism – its reluctance to intervene inthe private lives of adults. In caring for thehomeless, we must sometimes use a limited formof coercion, but our intervention is alwaysinteractive, and the process of finding asolution is one of negotiation between theneeds expressed by the homeless and the needswe infer for them.

What is at the basis of moral action? An altruism acquired by the application of rule and principle? Or, as Noddings asserts, caring and the memory of being cared for? With numerous examples to supplement her rich theoretical discussion, Noddings builds a compelling philosophical argument for an ethics based on natural caring, as in the care of a mother for her child. The ethical behavior that grows out of natural caring, and has as its core care-filled receptivity to those involved (...) in any moral situation, leaves behind the rigidity of rule and principle to focus on what is particular and unique in human relations. Noddings's discussion is wide-ranging, as she considers whether organizations, which operate at a remove from the caring relationship, can truly be called ethical. She discusses the extent to which we may truly care for plants, animals, or ideas. Finally, she proposes a realignment of education to encourage and reward not just rationality and trained intelligence, but also enhanced sensitivity in moral matters. (shrink)

Our nation’s schools have always been contested turf but perhaps never more so than in today’s volatile environment. Educational policy and educational values have never been more controversial, and the schools themselves are under attack from many different directions.The role of philosophy of education in such an environment is not to dictate answers. Rather, it must foster understanding of the philosophical issues underlying contemporary debates. In this survey, Nel Noddings provides the essential background necessary for a more sophisticated and nuanced (...) comprehension of the issues. Philosophy of Education is designed for general students of education who need to know something about philosophical thought and its exercise in teaching, learning, research, and educational policy. It assumes no previous training in philosophy. Ranging broadly from the great historical figures through John Dewey to contemporary representatives of both analytic and Continental traditions, it is always fair-minded, generous, and undogmatic. Attractive features are the author’s nondoctrinaire feminism, her commitment to the empowerment of students, and her coverage of the most recent trends in educational thought.This is an essential book not just for teachers and for future teachers but for anyone needing a survey of contemporary trends in the philosophy of education. (shrink)

When parents are asked what they want for their children, they usually answer that they want their children to be happy. Why, then, is happiness rarely mentioned as an aim of education? This book explores what we might teach if we were to take happiness seriously as an aim of education. It asks, first, what it means to be happy and, second, how we can help children to understand what happiness is. It notes that, to be truly happy, we have (...) to develop a capacity for unhappiness and a willingness to alleviate the suffering of others. Criticizing the present almost exclusive emphasis on economic well-being and pleasure, it discusses the contributions of making a home, parenting, cherishing a place, development of character, interpersonal growth, finding work that one loves, and participating in a democratic way of life. Finally, it explores ways in which to make schools and classrooms happy places. (shrink)

I argue here that Alasdair MacIntyre is mistaken when he claims that teaching is not a practice. In particular, I try to throw some doubt on his claim that ‘teaching is never more than a means’ and to challenge his list of things that all students should learn. In the second section, I show how analyses of professionalism endorse MacIntyre's emphasis on complexity and internal criteria for practices. Finally, building on the doubts observed in the first section and the criteria (...) identified in the second, I describe teaching as a relational practice. (shrink)

With numerous examples to supplement her rich theoretical discussion, Nel Noddings builds a compelling philosophical argument for an ethics based on natural caring, as in the care of a mother for her child. In _Caring_—now updated with a new preface and afterword reflecting on the ongoing relevance of the subject matter—the author provides a wide-ranging consideration of whether organizations, which operate at a remove from the caring relationship, can truly be called ethical. She discusses the extent to which we may (...) truly care for plants, animals, or ideas. Finally, she proposes a realignment of education to encourage and reward not just rationality and trained intelligence, but also enhanced sensitivity in moral matters. (shrink)

CHAPTER I Gyn/rocn uchort The most damaging evidence against our right to the full identification of what is most high and most real1 is the fact of evil. ...

Urban youth marginalisation became a key consideration in scholarly and policy literature in the 1990s. This entailed a shift from an emphasis on youth in relation to activism in the struggle to overcome colonial racism - popularly known as 'the struggle against apartheid' - to an emphasis on youth as the object of social inquiry and social welfare programmes. Irrespective of how we evaluate this shift, the question in this article is how urban faith communities and youth ministry research are (...) to respond to the agency of youth as dialogue partners - with a focus on social cohesion. This article explores this shift in scholarship on urban youth movements, especially for the period since 1994. It draws from the perspectives of my recent doctoral studies in constructing a creative dialogue with youth movements. The ultimate aim of this article is to provide a grounded basis for constructing a methodology for a postcolonial urban theology. In addition, it aims to inform the ongoing Youth at the Margins comparative study on the contribution of faith-based organisations to social cohesion in South Africa and Nordic Europe, with the Riverlea community, in Johannesburg, as one of the case studies. (shrink)

Western academic theology do not succeed in accounting for the identity and faith culture of African Pentecostals for at least two reasons. In the first place, because as part of the Pentecostal movement it grew from the holiness, divine healing and revivalist movement that went back to Pietism and emphasised a holistic effective spirituality, and secondly, because it links with the holistic tradition of African traditional religions and worldview that share some aspects of the Old Testament realist way of thinking. (...) African Pentecostalism needs another language to describe its unique way of doing theology in direct conjunction with spirituality. It is argued that the language of the time-honoured practice of mysticism is suitable for explaining its spirituality. Theology and spirituality should mutually inform and constitute each other, as emphasised in mystical theology, for Pentecostal theology to be a valid reflection and meditation on the experience of consciousness of the involvement of God. African Pentecostals will benefit by learning from this ancient tradition by using concepts of mystical theology to find words to state the unsayable. The article closes by asking what the language of mysticism would entail for Pentecostals. Several aspects that define Pentecostal spirituality demonstrate their relation with mystical theology, such as a separate experience of sanctification, an acknowledgement of affections in expressing religious sentiments, a different way of interpreting and participating in reality, ecstatic speech and a continual emphasis on a personal, experiential encounter with the Spirit of God. (shrink)

The background of this article is the ethical challenges presented by patronage that has been highlighted by the present coronavirus disease 2019 pandemic. The aim of the article is to understand the role patronage plays in Africa from the perspective of a relevant African hermeneutic. Like many studies undertaken in an African setting, it uses a comparative methodology to create a dialogue between a socio-historical textual analysis of the biblical text and the socio-economic and religio-cultural realities of African contexts. It (...) specifically uses an analogical paradigm that compares the reception of the biblical tradition in a specific historical critical context to its reception in modern-day African contexts. The result of the comparison is that the misuse of patronage is engaged from the perspective of the response of early Christian writers to patronage in the 1st century. This initial exploration has indicated that an analogous comparative approach has the potential to provide deeper insights in understanding the relationship established by patronage in African contexts. The conclusion is that in its engagement with patronage in Africa, the church must encourage its members to ask if it establishes parasitic or exploitative relations, if it is beneficial to the whole society over an extended period of time and if a clear distinction is made between public and personal resources. Ultimately, it needs to be asked if benefaction reflects the will of God and enhances the reputation of the congregation of God. CONTRIBUTION: The contribution of the article is in clarifying the potential analogical comparisons for studying the Bible in Africa and for the formulation of a critical African ethic. (shrink)

In today's high schools, education is often reduced to a means of achieving financial security, leading to an overemphasis on quantifiable measures of performance. This approach encourages academically talented students to focus on test scores and rankings rather than intellectual enrichment, and discourages students with non-academic talents from pursuing them. A Richer, Brighter Vision for American High Schools advocates instead a unifying educational aim of producing better adults, which would encompass all aspects of students' lives: intellectual, physical, moral, spiritual, social, (...) vocational, aesthetic, and civic. Nel Noddings offers suggestions to improve high schools by increasing collegiality among students and faculty, enriching curricula with interdisciplinary themes, renewing vocational education programs, addressing parenting and homemaking, and professionalizing the teaching force. This thought-provoking book will act as an important guide for teachers, teacher educators, administrators, and policy makers. (shrink)

In _Susceptible to the Sacred_, Bani Shorter, a well-known Jungian analyst, examines the psychological experience of ritual in contemporary life and how this promotes awareness of the individual's natural potential. Basing her book on live material, she investigates, with great sensitivity, how people perceive the sacred and use ritual in their search for purpose, motivation and transformation.