In this article the author examines the problem of mental experiment extrapolation to musical art. Thus an attempt was made to determine the community of mechanisms of thought process in the scientific cognition and in the artistic creation. Author talks about peculiarities of music mental experiment and emphasizes its basic functions in musical thought. Therefore, the mental experiment in the sphere of aesthetic activity has its own specific character, whichis not identical with the notion of the mental experiment in the (...) scientific sphere and scientific experience. It shows the greatest importance of rethought the category of “mental experiment” in the musical creation sphere. The study of the mental experiment in the sphere of music, as one of the forms of non-verbal treatment, storage, creation and transfer of information, is of great value, meets the self-reflectiveness necessities of life of individual or the whole society. (shrink)

One of the least understood aspects of the world-wide “greening of markets” is the emergence of local “ethical marketplaces” and the subset of alternative business models described as “ethical businesses.” But previous research has demonstrated the ability of local politicians to encourage their regions toward more ethical marketplaces. This paper explores the impact radical centrist third party representation has on the emergence of ethical businesses across Great Britain. To understand this relationship, we utilize a novel data set of (...) organizations with membership in Ethical Junction, the United Kingdom's largest network for ethical businesses. We use a zero-inflated Poisson regression to model the connection, and find a meaningful relationship, between third-party political representation on British local councils and the presence of ethical businesses within local authorities. This presents an example of the way in which radical political change may be part of a wider social movement toward greening markets. (shrink)

In this paper we will discuss some of the issues related to the attempts of Ralph Howard Fowler and Nevil Vincent Sidgwick to create a legitimizing space for quantum and theoretical chemistry in Britain. Although neither Fowler nor Sidgwick made original contributions to quantum chemistry, they followed closely the developments in the discipline, participated in meetings and discussions and delivered lectures, talks and addresses, where methodological topics, ontological questions and implicitly the problem of autonomy of the new discipline vis-à-vis (...) both physics and chemistry were taken to be pressing issues. In particular, they encouraged young people to work within the nascent discipline. Viewing quantum chemistry as a branch of applied mathematics became an emblematic characteristic of the practice of the new discipline in Great Britain. (shrink)

The most fundamental issue in pedagogy is the question of what should be taught. The need to specify the content of learning applies at every stage of instruction from kindergarten to postgraduate school and at every level of curriculum from the institutional course catalogue to the daily class or lesson plan. On the broadest scale, implementation of one or another set of priorities on this matter will tend to dictate the direction of our entire educational system. Indeed, for well over (...) a century now a schism has existed between those on the one hand who maintain that specialized, preprofessional training is the necessary and proper goal of higher education and those on the other who advocate a generalist... (shrink)

Our think tank tasked by the Dutch Health Council, consisting of Radboud University Nijmegen Honours Academy students with various backgrounds, investigated the implications of Deep Brain Stimulation for psychiatric patients. During this investigation, a number of methodological, ethical and societal difficulties were identified. We consider these difficulties to be a reflection of a still fragmented field of research that can be overcome with improved organization and communication. To this effect, we suggest that it would be useful to found a (...) centralized DBS organization. Such an organization makes it possible to 1) set up and maintain a repository, 2) facilitate DBS studies with a larger sample size, 3) improve communication amongst researchers, clinicians and ethical committees, and 4) improve communication between DBS experts and the public at large. (shrink)

Book Reviews in this article Baptism and Resurrection: Studies in Pauline Theology against its Graeco‐Roman Background. By A.J.M. Wedderburn. Meaning and Truth in 2 Corinthians. By Frances Young and David Ford. Jesus and God in Paul's Eschatology. By L. Joseph Kreitzer. The Acts of the Apostles : By Hans Conzelmann. The Genesis of Christology: Foundations for a Theology of the New Testament. By Petr Pokorny. The Incarnation of God: An Introduction to Hegel's Theological Thought as Prolegomena to a Future Christology. (...) By Hans Küng, translated by J.R. Stephenson. The Incarnation: Collected Essays in Christology. By Brian Hebblethwaite. Models for God: Theology for an Ecological, Nuclear Age. By Sallie McFague. Pp. xv, 224, London, SCM Press, 1987, £8.50 Symbol and Sacrament: A Contemporary Sacramental Theology. By Michael G. Lawler. The Sacrifice We Offer: The Tridentine Dogma and its Reinterpretation. By David N. Power. New Eucharistic Prayers: An Ecumenical Study of their Development and Structure. Edited by Frank C. Senn. To Join Together: The Rite of Marriage. By Kenneth W. Stevenson. Company of Voices: Daily Prayer and the People of God. By George Guiver. The Long‐Legged Fly. By Don Cupitt. Approaches to Auschwitz. By Richard L. Rubenstein and John K. Roth. Natural Law and Justice. By Lloyd L. Weinreb. Christian Morality: The Word Becomes Flesh. By Josef Fuchs S.J., translated by Brian McNeil. Medicine in Contemporary Society: King's College Studies 1986–87. Edited by Peter Byrne. Military Ethics: Guidelines for Peace and War. By N. Fotion and G. Elfstrom. Choice: The Essential Element in Human Action. By Alan Donagan. Persons and Personality: A Contemporary Inquiry. Edited by Arthur Peacocke and Grant Gillet. The Rationality of Emotion. By Ronald de Sousa. The Psychology of Personality: An Epistemological Inquiry. By James T. Lamiell. Aesthetics: An Introduction to the Philosophy of Art. By Anne Sheppard. The Ascetic Element in Culture and Criticism. By Geoffrey Gait Harpham. Electric Language: A Philosophical Study of Word Processing. By Michael Heim. Education and Philosophical Anthropology: Toward a New View of Man for the Humanities and English. By David Holbrook. Evolution and the Humanities. By David Holbrook. Further Studies in Philosophical Anthropology. By David Holbrook. Women in Western Political Philosophy. Edited by Ellen Kennedy and Susan Mendus. The Light of the Soul: Theories of Ideas in Leibniz, Malebranche and Descartes. By Nicholas Jolley. Arnauld and the Cartesian Philosophy of Ideas. By Stephen M. Nadler. Later Medieval Philosophy : An Introduction. By John Marenbon. Either/Or. By Søren Kierkegaard, translated by Howard and Edna Hong, Princeton University Press, 1987: Vol. One, Wittgenstein. By A.C. Grayling. Questions on Wittgenstein. By Rudolf Haller. The False Prison: A Study of the Development of Wittgenstein's Philosophy. By David Pears, Oxford, Clarendon Press. Vol. One, The Later Wittgenstein: The Emergence of a New Philosophical Method. By S. Stephen Hilmy. Knowledge of God: Calvin, Einstein and Polanyi. By Iain Paul. Conceptual Change and Religious Practice with Special Reference to Jews in Britain and Israel. By Janice Williams. The World's Religions. Edited by Stewart Sutherland, Leslie Houlden, Peter Clarke and Friedhelm Hardy. Religions in Conversation: Christian Identity and Religious Pluralism. By Michael Barnes. Theravāda Buddhism, A Social History from Ancient Benares to Modem Colombo. By Richard Gombrich. Mahāyāna Buddhism, The Doctrinal Foundations. By Paul Williams. Hinduism in Great Britain: The Perpetuation of Religion in an Alien Cultural Milieu. Edited by Richard Burghart. The Way of the Black Messiah. By Theo Witvliet. The Meaning of Religious Conversion in Africa. By Cyril C. Okorocha. Common Ground: Christianity, African Religion and Philosophy. By Emmanuel K. Twesigye. Islamic Spirituality I: Foundations. Edited by Seyyed Hossein Nasr. The Great Cosmic Mother: Rediscovering the Religion of the Earth. By Monica Sjöö and Barbara Mor. Judaism and Christianity in the Age of Constantine. By J. Neusner. Language and the Worship of the Church. Edited by David Jasper and R.C.D. Jasper. The Urban Character of Christian Worship: The Origins, Development and Meaning of Stational Liturgy. By John E. Baldovin. Leontii Presbyteri Constantinopolitani Homiliae. Edited by Cornells Datema and Pauline Allen. Law, Sex and Christian Society in Medieval Europe. By James A. Brundage. Melchior Hoffman: Social Unrest and Apocalyptic Visions in the Age of Reformation. By Klaus D Alonso de Zorita: RoyalJudge and Christian Humanist, 1512–1585. By Ralph H. Vigil. Pedro Moya de Contreras: Catholic Reform and Royal Power in New Spain, 1571–1591. By Stafford Poole. Archbishop William Laud. By Charles Carlton. The Social History of Religion in Scotland since 1730. By Callum G. Brown. Pastors and Pluralism in Württemberg, 1918–1933. By David J. Diephouse. The Churches and the Third Reich, Vol. One: Preliminary History and the Time of Illusions, 1918–1934. By Klaus Scholder. Reforming Fundamentalism. Fuller Seminary and the New Evangelicalism. By George M. Marsden. The Hellenistic Philosophers Vol. II: Greek and Latin Texts with Notes and Bibliography. By A.A. Long and D.N. Sedley. Prayers of the Eucharist: Early and Reformed. Edited by R.C.D. Jasper and G. J. Cuming. The Way of Paradox: Spiritual Life as Taught by Meister Eckhart. By Cyprian Smith. Meister Eckhart: The Man from whom God Hid Nothing. Edited by Ursula Fleming. The Spiritual Exercises of St Ignatius Loyola: A New Translation. Translated by Elisabeth Meier Tetlow. Courtfield and the Vaughans: An English Catholic Inheritance. By Mary Vaughan. Trinity College, Washington D.C.: The First Eighty Years, 1897–1977. By Columba Mullaly. John Henry Newman on the Idea of Church. By Edward Jeremy Miller. Journey from Paradise: Aft Athos and the Interior Life. By Ralph Harper. (shrink)

What is the relationship between the philosophical concept of the “autonomy of art” and the cultural policy-notion of “artistic freedom”? This article seeks to answer this question by taking the Swedish governmental report This Is How Free Art Is (Så fri är konsten 2021) and its reception in the Swedish main stream media as an emblematic example and by reading it symptomatically. Firstly, it traces the critical history of “artistic freedom” and the interrelated term “arm’s length distance”, primarily in the (...) context of Great Britain. Secondly, it critically reconstructs the concept of the “autonomy of art” in the history of Western philosophy by making a critique of a fetishized notion of art’s autonomy in the name of l’art pour l’art. The main argument is that the idea about art’s autonomy, on which the Swedish report leans, resembles such philosophical and art historical idea of art’s autonomy. The claim is also that such an understanding of art does not tie up, either philosophically or historically, with the arm’s length principle, since they ultimately rely on different conceptions of art’s freedom. (shrink)

Social media usage entails the interacting with online-based platforms to share the content's, connect with other people, and consuming the digital information. Visual art practitioners innovate by employing the new techniques, materials, and viewpoints to generate distinctive, contemporary artistic representations. The purpose of this investigation is to analyze the relationship among the social media use along with innovation in the visual art practices. It integrated the quantitative and qualitative methods. Initially, the sample data is gathered. The sample includes 200 visual (...) artists from diverse fields and artistic backgrounds. Data is gathered using two fundamental techniques like survey and interviews. Based on their survey responses, 20 participants were chosen to perform Semi-structured interviews. Facebook, Instagram, and Twitter are the selected social media platforms. The research findings are quantitative outcomes like correlation analysis and regression analysis, qualitative outcomes such as key themes from interviews, the social media engagement influence on artistic practice aspects, and the social media platforms impact on types of artistic innovations. The ρ-value is less than 0.05. Instagram contributes greatly to artistic innovation by improving collaboration, audience engagement, and visibility, while social media has an overall impact on visual art practices. (shrink)

The recent desperation to clone human embryos may be seriously undermining accepted ethical principles of medical research, with potentially profound wider consequencesIn her editorial in the February 2005 issue of this journal, Nikola Biller-Andorno questioned whether the effort and resources that have been invested in debates about cloning at the United Nations might have been somewhat disproportionate, if a binding universal agreement on reproductive cloning cannot be reached.1 Although most of the overt disagreement has centred around “therapeutic” cloning, rather than (...) the potential use of nuclear transfer for reproduction, it is none the less clear that the delay and ultimate failure to date in achieving consensus on the former has also increased the likelihood of the latter becoming a foreseeable reality in the absence of a legally binding global convention. Whilst the much heralded promise of therapies has now been severely undermined by scandals of fraud,2 the available evidence from various primate studies3–5 and the history of similar work with other mammalian species6,7 have provided little reason to doubt that human reproductive cloning might be possible in principle . I completely agree with Dr Biller-Andorno’s appeal that we need to “foster a genuine, worldwide discourse on bioethical issues” and not let our debate get completely derailed by vested interests, whether politically or economically motivated. If we don’t, we can probably expect dire consequences for the future of biomedical research and its impact on society at large.Prior to the United Nations’ discussions regarding a ban on human cloning in October 2004, the Human Fertilisation and Embryology Authority in Great Britain announced that they had granted their first licence to clone human embryos by nuclear transfer,8 though no other applications had apparently been made following the legalisation …. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Books ReceivedThe Ambitions of Curiosity: Understanding the World in Ancient Greece and China. By G.E.R. Lloyd. Cambridge: Cambridge University Press, 2002. Pp. xvi + 175. Price not given.The Art of the Han Essay: Wang Fu's Ch'ien-Fu Lun. By Anne Behnke Kinney. Tempe: Center for Asian Studies, Arizona State University, 1990. Pp. xi + 154. Paper $10.00.The Autobiography of Jamgön Kongtrul: A Gem of Many Colors. By Jamgön Kongtrul Lodrön (...) Thayé and translated by Richard Barron (Chökyi Nyima). Ithaca, New York: Snow Lion Publications, 2003. Pp. xxii + 549. Price not given.Awesome Nightfall: The Life, Times, and Poetry of Saigyō. By William R. LaFleur. Boston: Wisdom Publications, 2003. Pp. xiii + 173. Paper $14.95.Becoming the Compassion Buddha: Tantric Mahamudra for Everyday Life. By Lama Thubten Yeshe, edited by Robina Courtin, and foreword by Geshe Lhundub Sopa. Boston: Wisdom Publications, 2003. Pp. xi + 194. Paper $14.95.Between Two Worlds East and West: An Autobiography. By J. N. Mohanty. New Delhi: Oxford University Press, 2002. Pp. ix + 134. Hardcover RS 525.00.The Chinese Face of Jesus Christ. Edited by Roman Malek, S.V.D. Sankt Augustin, Germany: Institut Monumenta Serica and China-Zentrum; and Nettetal, Germany: Steyler Verlag, 2002. Pp. 391. EUR 40.00.Chinese Medicine in Contemporary China: Plurality and Synthesis. By Volker Scheid. Durham and London: Duke University Press, 2002. Pp. xiv + 407. Hardcover $69.95. Paper $23.95.Confucian Feminist: Memoirs of Zeng Baosun (1893-1978). Translated and adapted by Thomas L. Kennedy. Philadelphia: American Philosophical Society, 2002. Pp. xxi + 170. Price not given.Consciousness Studies: Cross-Cultural Perspectives. By K. Ramakrishna Rao. Jefferson (North Carolina) and London: McFarland and Company, 2002. Pp. 367. Hardcover $65.00.Constituting Communities: Theravāda Buddhism and the Religious Cultures of South and Southeast Asia. Edited by John Clifford Holt, Jacob N. Kinnard, and Jonathan S. Walters. Albany: State University of New York Press, 2003. Pp. viii + 224. Hardcover $65.50. Paper $21.95.Developments in Indian Philosophy from Eighteenth Century Onwards: Classical and Western. By Daya Krishna. Volume X Part 1 of History of Science, Philosophy and Culture in Indian Civilization, edited by D. P. Chattopadhyaya. New [End Page 110] Delhi: Centre for Studies in Civilizations, 2001. Pp. xxiii + 417. Hardcover RS 1200.East and West: Identità e dialogo interculturale. By Giangiorgio Pasqualotto. Venezia: Marsilo Editori, 2003. Pp. 210. EUR 16.00.Effortless Action: Wu-wei as Conceptual Metaphor and Spiritual Ideal in Early China. By Edward Slingerland. New York: Oxford University Press, 2003. Pp. xii + 352. Price not given.Encountering Kā lī: In the Margins, at the Center, in the West. Edited by Rachel Fell McDermott and Jeffrey J. Kripal. Berkeley and Los Angeles: University of California Press, 2003. Pp. xviii + 321. Hardcover $55.00, £37.95. Paper $21.95, £15.95.Encyclopedia of Chinese Philosophy. Edited by Antonio S. Cua. New York and London: Routledge, 2003. Pp. xx + 1020. Hardcover $150.00.Essays on Indian Philosophy. By J. N. Mohanty and edited by Purushottama Bilimoria. New Delhi: Oxford University Press, 2002. Pp. xxxvii + 347. Paper RS 525.00.Faith, Humor, and Paradox. By Ignacio L. Götz. Westport, Connecticut: Praeger Publishers, 2002. Pp. 136. Hardcover $61.95.Four Illusions: Candrakīrti's Advice for Travelers on the Bodhisattva Path. Translated by Karen C. Lang. New York: Oxford University Press, 2003. Pp. xv + 240. Price not given.The Great Awakening: A Buddhist Social Theory. By David R. Loy. Boston: Wisdom Publications, 2003. Pp. 223. Paper $16.95.The Hidden History of The Tibetan Book of the Dead. By Bryan J. Cuevas. New York: Oxford University Press, 2003. Pp. xi + 328. Price not given.Huang Di nei jing su wen: Nature, Knowledge, Imagery in an Ancient Chinese Medical Text. By Paul U. Unschuld. Berkeley and Los Angeles: University of California Press, 2003. Pp. xii + 520. Hardcover $75.00, £52.00.In Dewey's Wake: Unfinished Work of Pragmatic Reconstruction. Edited by William J. Gavin. Albany: State University of New York Press, 2003. Pp. vi + 249. Hardcover $71.50. Paper $23.95.Knowledge and Freedom in Indian Philosophy. By Tara Chatterjea. Lanham, Maryland: Lexington Books, 2002. Pp. xvi + 159. Hardcover... (shrink)

Contents Acknowledgements vii Illustrations ix Preface xi Further Bibliography of A.C. Crombie xiii 1 Designed in the Mind: Western visions of Science, Nature and Humankind 1 2 The Western Experience of Scientific Objectivity 13 3 Historical Perceptions of Medieval Science 31 4 Robert Grosseteste 39 5 Roger Bacon [with J.D. North] 51 6 Infinite Power and the Laws of Nature: A Medieval Speculation 67 7 Experimental Science and the Rational Artist in Early Modern Europe 89 8 Mathematics and Platonism in (...) the Sixteenth-Century Italian Universities and in Jesuit Educational Policy 115 9 Sources of Galileo Galilei’s Early Natural Philosophy 149 10 The Jesuits and Galileo’s Ideas of Science and of Nature [with A. Carugo] 165 11 Galileo and the Art of Rhetoric [with A. Carugo] 231 12 Galileo Galilei: A Philosophical Symbol 257 13 Alexandre Koyré and Great Britain: Galileo and Mersenne 263 14 Marin Mersenne and the Origins of Language 275 15 Le Corps à la Renaissance: Theories of Perceiver and Perceived in Hearing 291 16 Expectation, Modelling and Assent in the History of Optics: i, Alhazen and the Medieval Tradition; ii, Kepler and Descartes 301 17 Contingent Expectation and Uncertain Choice: Historical Contexts of Arguments from Probabilities 357 18 P.-L. Moreau de Maupertuis, F.R.S. : Précurseur du Transformisme 407 19 The Public and Private Faces of Charles Darwin 429 20 The Language of Science 439 21 Some Historical Questions about Disease 443 22 Historians and the Scientific Revolution 451 23 The Origins of Western Science 465 Appendix to Chapter 10: 479 Sources and Dates of Galileos Writings [with A. Carugo] Pietro Redondi, Galileo eretico [with A. Carugo] Mario Biagioli, Galileo, Courtier Corrections to Science, Optics and Music in Medieval and Early Modern Thought 495 Index 497. (shrink)

LIBERTY IN HUME'S HISTORY OF ENGLAND In his own lifetime, Hume was feted by his admirers as a great historian, and even his enemies conceded that he was a controversial historian with whom one had to reckon. On the other hand, Hume failed to achieve positive recognition for his philosophical views. It was Hume's History of England that played an influential role in public policy debate during the eighteenth century in both Great Britain and in the United (...) States. Hume's Hist01Y of England passed through seven editions and was beginning to be perceived as a classic before Hume's death. Voltaire, as an historian, considered it "perhaps the best ever written in any lan guage. " Gibbon greatly admired Hume's work and said, of a letter written by Hume in 1776 praising the Decline and Fall of the Roman Empire, that a compliment from Hume "overpaid the labor of ten years. " After Hume's death on August 20, 1776, the History became a factor in the revolutionary events that began to unfold. Louis XVI was a close student of Hume's History, and his valet records that, upon having learned that the Convention had voted the death penalty, the King asked for the volume in Hume's History covering the trial and execution of Charles I to read in the days that remained. But if Louis XVI found the consolations of philosophical history in the Stuart volumes, Thomas Jefferson saw in them a cause for alarm. (shrink)

The authors of this volume — all of them recognized representatives of a wide range of academic disciplines — agree that Locke’s work must have had a considerable influence both on English and German literature and the visual arts of Great Britain, especially in the eighteenth and nineteenth centuries. From the perspective of interdisciplinarity and intertextuality, the essays presented here deal with Locke as a source of ideas for Archibald Alison, John Constable, Daniel Defoe, Henry Fielding, Oliver (...) Goldsmith, Johann Timotheus Hermes, William Hogarth, Immanuel Kant, Martin Knutzen, Gottfried Wilhelm von Leibniz, Gotthold Ephraim Lessing, George Lillo, Edward Moore, Johann Gottwerth Müller, Joshua Reynolds, Samuel Richardson, John Ruskin, Joseph Spence, Laurence Sterne, J. M. W. Turner and Thomas Whately, among others. (shrink)

Publication date: 25 October 2017 Source: Author: Olga Posudiyevska This article presents the study of Rudyard Kipling’s early pieces of writing. The author proposes an alternative view to the consideration of the writer’s literary heritage from the position of jingoism and propagation of the civilizing mission of the British Empire, which can still be encountered in academic research. The analysis of Plain Tales from the Hills suggests that the praise of British imperialism was not the main idea of Kipling’s early (...) works. The researcher comes to the conclusion that Kipling did not regard India as a conquered barbarous land which the British people had to civilize. This remote exotic country became a motherland for a representative of Anglo-Indian society, who was born in Indian environment. Kipling’s love for India is felt in his strive to give a detailed description of exotic locations and ethnographic peculiarities and even to restore the manner of speech of Indian population. The reader of Plain Tales from the Hills can perceive the author’s respect for the English and Indian people, working in harsh climate, his interest and great sympathy with the aboriginal population, living in hard social conditions under the British rule. The sarcastic remarks of his characters, which reflect Kipling’s doubt in the beneficial role of the British Empire in the lives of the Indian people, finally refute the statement about the writer’s glorification of the imperialistic policy of Great Britain as the main aim of his creative art. (shrink)

This collection comprises ten essays authored or co-authored by Allen Buchanan. They concern issues that are of great importance: public and private health care, the problem of rationing and the existence and scope of the right to health care, among many others. In general, Buchanan is a clear and careful analyst. He is a pluralist, not an apologist for a specific normative theory, such as utilitarianism or the Rawlsian theory of justice. He defends and practises the art of producing (...) considered judgements from a plurality of intuitively plausible normative bases, proceeding in a way that is informed by the economic context in which health care decisions arise. (shrink)

In his book A History of the Culture of the Modern Period, the eminent scholar Egon Friedell wrote concerning Descartes's influence in seven-teenth-century France that all the efforts of the great philosopher's critics notwithstanding, "his school inexorably extended its influence not only through the ‘occasionalists,’ as his closest disciples and followers in philosophy were called, and through the remarkable logic of the Port-Royal school The Art of Thinking and Boileau's tone-setting work The Poetic Art: rather, all of France, headed (...) by the "Sun King," who at one time had banned Descartes's works, became his school. The state, economy, theater, architecture, religious affairs, strategy, and the art of gardening all became Cartesian. Descartes reigned unrestricted, as a sovereign, in all things: in tragedy, where the passions struggled with one another; in comedy, where algebraic formulas were devised for human characters; in the area around Versailles, dominated by the abstract symmetry of gardens; in the analytic methods for waging war and running the economy; and in the so to speak deductive ritual of hairstyles and manners, dances and genteel conversation. One can even say that to this day every Frenchman is a born Cartesian.". (shrink)

_Purpose._ The purpose of the research is to outline the strategies of desacralization of writers by means of merch, to determine the positive and negative aspects of the search for new meanings in the reproduction of cult figures. _Theoretical basis._ The article examines merch as a tool that encourages people to change sacred meanings and ideas about writers as bearers of the sacred for Ukrainians. The source base of the study is the works devoted to the problems of the sacred (...) in philosophical thought, as well as the process of desacralization in art and literature. The peculiarities of the destruction of tendencies regarding the notions in the perception of writers as idols of the nation, the formation and emergence of new meanings regarding sacred figures are highlighted and described. The relevance of this study is due to active searches in business, propaganda, agitation for the use of literary practice, transformation and new contexts of literary idols. _Originality._ Until now, the change in the processes of sacralization and desacralization of writers by means of merch has not been considered as a reversal of worldview in culture, vectors of changes in the dominants of spirituality in the world picture. It turned out that the metacategory of the sacred has been studied by many scholars, both foreign and domestic, in recent years. The problems of the sacred are in the centre of attention of sociologists, philosophers, literary critics, and culturologists, but merch as a basis for the desacralization of man was not considered in publications in the field of mass communication theory. Scientists considered the worldview vectors of the sacred and desacralization as processes that are inherent not only in postmodernity, but also those that accompanied Ukrainian culture during previous periods. It is determined that the most noticeable manifestations of desacralization are the reproduction of the figure of Kobzar, moreover, in quite unusual and even provocative images of him. However, the majority of Ukrainians positively perceive the updated images of the prophets of the Ukrainian nation and talk about the permanence of their worldview, despite the change and reinterpretation of many years of later development. _Conclusions._ Conscious desacralization of literary images is gradually gaining momentum. We observe a tendency to positive perception of merch with the figures of T. Shevchenko, I. Franko, H. Skovoroda, Lesia Ukrainka in a new interpretation: during the war, on the barricades – wherever the struggle for Ukrainian statehood is taking place. From the results of the survey it becomes clear that stereotypical perceptions of writers need to be changed, but only if it is an organic fusion with value imperatives, only emphasizes and affirms the spiritual greatness of Man and serves the growth of Ukrainian society and every Ukrainian. (shrink)

As the first President of the Royal Academy of Arts, Joshua Reynolds played a pivotal role in shaping the course of British art in the 18th century. In these discourses, Reynolds reflects on the nature of art, the role of the artist, and the importance of aesthetic education. With insightful commentary on the works of the Old Masters and a wealth of practical advice for aspiring artists, this volume is a must-read for anyone interested in the history of art (...) or art theory. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

No single author presented Darwin with a more difficult question about his priority in discovering natural selection than the British comparative anatomist and paleontologist Richard Owen. Owen was arguably the most influential biologist in Great Britain in Darwin’s time. Darwin wanted his approbation for what he believed to be his own theory of natural selection. Unfortunately for Darwin, when Owen first commented in publication about Darwin’s theory of descent he was openly hostile. Darwin was taken off-guard. In private (...) meetings and correspondence prior to 1860 Owen had been nothing but polite and friendly, even helping Darwin in cataloguing and analyzing Darwin’s zoological specimens from the Beagle voyage. Every early indication predicted a life-long friendship and collaboration. But that was not to be. Owen followed his slashing review with a mounting campaign in the 1860s to denounce and discredit both Darwin and his small but ascendant circle of friends and supporters. But that was not enough for Owen. Starting in 1866, perhaps by now realizing Darwin had landed the big fish, Owen launched a new campaign, to claim the discovery of “Darwin’s theory” for himself. Darwin naturally fought back, mainly in the “Historical Sketch” that he prefaced to Origin starting in 1861. But when we peel back the layers of personal animus and escalating vituperation we discover in fact their quarrel was generated more by mutual misunderstanding than scientific disagreement. The battle ended only when Darwin finally penetrated to the crux of the matter and put an end to the rivalry in 1872, in the final version of the Sketch. (shrink)

Katy Deepwell calls for a vital and visible "new" feminist criticism in 1997 amidst a pessimistic overview of the state of feminist art and criticism in Britain, Canada, and the U.S. As an update to this review, I note that Deepwell took decisive and effective action on her pessimism and for the past twenty years (as of this writing in July 2017) created an online feminist journal--n.paradoxa: international feminist art journal--that has published over 550 articles by 400 writers and (...) artists from more than 80 countries. After 40 issues, the journal has come to an end. What a success story! (shrink)

This article critiques recent UK transgender law reform. The Gender Recognition Act 2004 is to be welcomed in many respects. Formerly one of the European states most resistant to social change in this area, the UK now occupies pole position among progressive states willing to legally recognise the sex claims of transgender people. This is because the UK is, at least ostensibly, the first state to recognise sex claims irrespective of whether applicants have undertaken any surgical procedures or had hormonal (...) treatments. The article highlights the significance of this development through providing an overview of the trajectory of common law reform around the world. The legislation clearly benefits transgender people unable to undertake surgery due to financial reasons and/or medical contra-indications. It also benefits transgender people whose search for harmony does not require surgical intervention. However, the Act also perpetuates a mental illness model for understanding transgender desires; contributes to the break-up of legally recognised marriages; insists on the permanence of gender crossings and assumes that surgery will occur. The Act also contains exceptions to the generality of legal recognition provided by the state. In this respect the article considers concessions to religious and sporting lobbies. Finally, the article highlights how non-disclosure of gender history prior to a marriage assumes a kind of legal significance under the Act which non-disclosure of other facts generally lacks in relation to marriage. In this regard, the article will contend that a biological understanding of sex operates as a subtext within the Act. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Books ReceivedThe Act of Being: The Philosophy of Revelation in Mullā Sadrā. By Christian Jambet. Brooklyn: Zone Books, 2006. Pp. 497. Hardcover $38.95.Analysis in Śaṅkara Vedānta: The Philosophy of Ganeswar Misra. Edited by Bijayananda Kar. New Delhi: Indian Council of Philosophical Research, 2006. Pp. xxv + 190. Hardcover Rs. 240.00.Bhakti and Philosophy. By R. Raj Singh. Lanham: Lexington Books, 2006. Pp. 112. Hardcover $65.00.Brahman and the Ethos of (...) Organization. By Leonard R. Silos. Paseo de Roxas: Asian Institute of Management, 2006. Pp. xix + 344. Price not given.Buddhist Inclusivism: Attitudes Towards Religious Others. By Kristin Beise Kiblinger. Burlington, VT: Ashgate Publishing Company, 2005. Pp. viii + 145. Hardcover $89.95.Classical Northern Wu Style Tai Ji Quan: The Fighting Art of the Manchurian Palace Guard. By Tina Chunna Zhang and Frank Allen. Berkeley: Blue Snake Books, 2006. Pp. xiii + 203. Paper $21.95.Classical Sāṃkhya and Yoga: An Indian Metaphysics of Experience. By Mikel Burley. London and New York: Routledge, 2007. Pp. xiv + 226. Price not given.Comparative Philosophy and Religion in Times of Terror. Edited by Douglas Allen. Lanham: Lexington Books, 2006. Pp. xiv + 257. Hardcover $62.00. Paper $32.00.Contemplative Science: Where Buddhism and Neuroscience Converge. By B. Alan Wallace. New York: Columbia University Press, 2007. Pp. vii + 211. Hardcover $29.50, £19.00.Contexts and Dialogue: Yogācāra Buddhism and Modern Psychology on the Subliminal Mind. By Tao Jiang. Honolulu: University of Hawai'i Press, 2006. Pp. xi + 198. Paper $20.00.Dialogue Transcultural. Edited by Yue Diayun et al. Nanjing: Jiangsu Peoples Press, 2006. Pp. 335. Price not given.Dōgen on Meditation and Thinking: A Reflection on His View of Zen. By Hee-Jin Kim. Albany: State University of New York Press, 2006. Pp. xiii + 169. Hardcover $65.50. Paper $21.95.The Garden of Loneliness: A Translation of Jayshankar Prasad's Āṅsū, "Tears." By Charles S. J. White. Delhi: Motilal Banarsidass, 2006. Pp. xv + 136. Hardcover Rs. 295. [End Page 608]The Happening of Tradition: Vallabha on Anumāna in Nyāyalīlāvatī. By Anna-Pya Sjödin. Stockholm: Elanders Gotab, 2006. Pp. 195. Price not given.Head, Eyes, Flesh, and Blood: Giving Away the Body in Indian Buddhist Literature. By Reiko Ohnuma. 2006. Pp. xvii + 372. Hardcover $45.00, £29.00.Hwa Yu T'ai Chi Ch'uan: Unlocking the Mysteries of the Five-Word Song. By Glenn D. Newth. Berkeley: Blue Snake Books, 2007. Pp. xiii + 160. U.S. $18.95. Can $24.95.A Jewish Philosopher of Baghdad: 'Izz al-Dawla Ibn Kammūna (d. 683/1284) and His Writings. By Reza Pourjavady and Sabine Schmidtke. Leiden and Boston: Brill, 2006. Pp. xii + 274. Hardcover $130.00, €100.Letting Be: Fred Dallmayr's Cosmopolitical Vision. Edited by Stephen F. Schneck. Notre Dame: University of Notre Dame Press, 2006. Pp. x + 382. Paper $35.00.Myth and the Existential Quest. By Vassilis Vitsaxis and translated by Deborah Brown Kazazis and Vassilis Vitsaxis. Boston: Somerset Hall Press, 2006. Pp. 301. Hardcover $49.95. Paper $39.95.Nietzsche-Buddha-Zarathustra: Eine West-Ost Konfiguration. By Michael Skowron. Daegu: Kyungpook National University Press, 2006. Pp. 293. Paper $18.00, Won 17,000.Popularizing Buddhism: Preaching as Performance in Sri Lanka. By Mahinda Deegalle. Albany: State University of New York Press, 2006. Pp. xiii + 241. Hardcover $65.00. Paper $21.95.Ramana Maharashi: The Sage of Arunachala. By Arvind Sharma. New Delhi: Penquin Group, 2006. Pp. 215. Hardcover Rs. 295.Readings in Han Chinese Thought. Edited and translated by Mark Csikszentmihalyi. Indianapolis and Cambridge: Hackett Publishing Company, 2006. Pp. xxx + 220. Hardcover $39.95. Paper $14.95.Religions of Korea in Practice. Edited by Robert E. Buswell Jr. Princeton and Oxford: Princeton University Press, 2007. Pp. xx + 542. Paper $24.95, £15.95.The Scripture on Great Peace: The Taiping jing and the Beginnings of Daoism. By Barbara Hendrischke. Berkeley: University of California Press, 2006. Pp. x + 410. Hardcover $60.00, £38.95.The Self 's Awareness of Itself: Bhaṭṭa Rāmakantha's Arguments against the Buddhist Doctrine of No-Self. By Alex Watson. Vienna: Sammlung de Nobili, 2006. Pp. 433. Price not given... (shrink)

Galen's æuvre presents a remarkably varied body of texts–varied in subject matter, style, and didactic purpose. Logical tracts sit alongside tomes of drug–lore; handbooks of dietetics alongside anatomical investigations; treatises of physiology alongside ethical opuscula. These differences in type have received some, though as yet insufficient, scholarly attention. Mario Vegetti demonstrated the coexistence of two ‘profili’ or images of the art of medicine: Galen presents the art as an Aristotelian deductive science, on the one hand, and as a technician's craft, (...) on the other. The former image, offering an ambitious elevation of the doctor's cultural status, has medicine as a philosophical episteme analogous to the mathematical sciences, exercised above all to provide causal accounts and logical demonstrations, and centred on the knowledge of anatomy. The second image is that of the clinician, concerned with the body in its pathological manifestations and using as its prime model the ‘pre-anatomical’ theory of the humours. And the content of the treatises shifts in relation to this dual image: ‘profilo alto’ and ‘profilo basso’ are reflected in different types of work. Polemical writings such as the Protrepticus, as well as the great treatises of anatomy and physiology, De usu partium and De naturalibus facultatibus, present medicine in the former light, while works like De temperamentis or Quod animi mores base themselves on humoral pathology and accord with the earlier, artisan-like image. (shrink)

In the digital age, the relationship between film and literature demonstrates how different forms of art can collaborate to improve the storytelling experience. Rather than competing, these mediums complement one another, each bringing their own strengths to the storytelling process. This mutual relationship not only enhances the audience's experience but also fosters a greater appreciation for both film and literature (Hutcheon, 2006; Sanders, 2016). The various film adaptations of Chris Van Allsburg’s picturebook Jumanji (1981) are excellent examples of how literature (...) and film can complement and improve one another over time. The first major adaptation of Jumanji was released in 1995 starring Robin Williams and directed by Joe Johnston. Decades later, the story of Jumanji was revitalized with the releases of Jumanji: Welcome to the Jungle (2017) and Jumanji: The Next Level (2019) both directed by Jake Kasdan. These adaptations illustrate the changing nature of storytelling across mediums and how each new iteration introduces new perspectives and engages contemporary audiences in novel ways. Mikhail Bakhtin’s concepts of heteroglossia and dialogic relationship (1981) are great tools for understanding how different voices and cultural contexts interact within and between texts, thereby revealing the dynamic nature of storytelling and interpretation. Thus, this paper aims to investigate how Bakhtin's concepts of heteroglossia and dialogic relationship function in Jake Kasdan's 2017 sequel, focusing on how the film adaptation evolves in response to its contemporary context. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Gilgamesh among Us: Modern Encounters with the Ancient Epic by Theodore ZiolkowskiJohannes HauboldTheodore Ziolkowski. Gilgamesh among Us: Modern Encounters with the Ancient Epic. Ithaca, N.Y.: Cornell University Press, 2011. xvi + 226 pp. 3 black-and-white ills. Cloth, $35.This book surveys modern receptions of the Gilgamesh Epic from the earliest lectures and publications of George Smith to recent reworkings of the epic in Western literature and art. The argument (...) is divided into five chapters. After an introduction which outlines the contents of the poem and tells the story of its rediscovery, chapter 1, “The Initial Reception (1884–1935),” takes us from Leonidas Le Cenci Hamilton’s Ishtar and Izdubar of 1884 via the “Babel and Bible” controversy of the early twentieth century to the predominantly German reception prior to World War II. Several major figures make an appearance here, including Freud, Jung, Rilke, Hesse, Mann, Döblin, Canetti, and Pannwitz. Chapter 2, “Representative Beginnings (1941–1958),” takes up the thread of German engagement with the towering achievements of Hermann Kasack’s Die Stadt hinter dem Strom (61–64) and, especially, Hans Henny Jahnn’s Fluß ohne Ufer (67–74), an enigmatic re-imagining of the Gilgamesh story on a scale that deserves a monograph study of its own. Elsewhere, the reception of Gilgamesh continues with “four poets in English” (Lucas and Bridson in Britain; Olson and Corso in the United States; 48–59) and with the first musical settings, among them Martinů’s oratorio The Epic of Gilgamesh (75–77). Chapter 3, “The Popularization of Gilgamesh (1959–1978),” surveys new translations into the major European languages (79–80), and with them a range of popular responses. Ziolkowski notes a surge in adaptations for children, as well as other initiatives aimed at a wider public (81–82). It is against this background, he argues, that we need to see more ambitious experiments in musical and literary reception, including Per Nørgård’s opera Gilgamesh (105–7); Louis Zukofsky’s “canto 23” (which forms part of his larger poetic cycle entitled “A,” 85–88); Stanisław Lem’s review of an imaginary Gilgamesh adaptation in his A Perfect Vacuum (Doskonała Próżnia, 97–99); and the “fictional exuberances” of John Gardner’s The Sunlight Dialogues, Philip Roth’s The Great American Novel, and Rhoda Lerman’s Call Me Ishtar (99–105). Ziolkowski also draws attention to what he argues was the first overtly gay reworking of Gilgamesh, in Guido Bachmann’s novel of the same name (91–94). Chapter 4, “The Contemporization of Gilgamesh (1979–1999),” continues the theme of popularization in a political key: Ziolkowski takes us on a whistle-stop tour of late twentieth-century preoccupations, from successive crises in the Near East (109) to post-colonialism (109–10); the spread of psychoanalysis, both in a Freudian and a Jungian key (112–19); deconstruction (118–19); the rise of ecologism [End Page 669] (110, 123–35); and minority politics in the USA (135–38). Chapter 5, “Gilgamesh in the Twenty-First Century (2000–2009),” sets out to show that “Gilgamesh, who was born and flourished in the mid-third millennium b.c.e., is alive and well” (154). Ziolkowski identifies “a new focus” (167) on cultural and religious conflict in the wake of Samuel Huntington and the events of 9/11, although it must be said that the responses of Schrott and Begrich (171–78) do not fit this framework particularly well, and in practice much of the chapter seems designed to tie up loose ends. The book is equipped with a timeline of works discussed (199–205), end notes (207–20), and an index (221–26), but no bibliography.In lucid and unpretentious prose, Ziolkowski sets out what he sees as the most significant “Western” responses to the epic of Gilgamesh. He leaves the Near and Far East to “appropriately qualified scholars” (x): one hopes that others will take up the invitation, and that they will make connections with the materials explored in this book. Ziolkowski also passes over Latin America and the Caribbean—perhaps he felt there was nothing to say (for a possible starting point, see C... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Literature 27.2 (2003) 284-303 [Access article in PDF] Accidental Art:Tolstoy's Poetics of Unintentionality Michael A. Denner I ART'S ABILITY TO INFECT another with an emotion, the concept that has come to be probably the most readily identified catchphrase in What Is Art? (though it crops up in his earlier writings on art), derives from L. N. Tolstoy's dynamic identity claim about art: we know an artist has (...) created a genuine work of art when he "hands on to others feelings he has lived through, and that others are infected by these feelings and also experience them." 1 "What is art?" is then a taxonomical question, and, according to Tolstoy, art is identifiable from non-art not by some set of external characteristics—the way, say, Aristotle categorized animals in his natural history—rather art is recognizable by its function, by what it does. In this sense art is like a tool: A given thing is art because it performs a certain task, much as one might claim a screwdriver is anything that sets and removes screws, regardless of its external characteristics. Tolstoy, in fact, repeatedly refers to art as "orudie," "a tool," or even "a weapon."It is worth noting from the outset that this metaphor of contagiousness is one of sublimated violence. For its passive "perceiver" (Tolstoy's characteristic term for the consumer of art), art amounts to irresistible, surreptitious emotional manipulation by an external entity. Tolstoy is ever attentive to the underlying meanings of the words he chooses, and I think he means to emphasize the latent, etymological meaning of the zarazit', to infect, the root of which is razit', to strike, a military term that likely resonated with Tolstoy, a war veteran. 2 Etymological arguments aside, Tolstoy makes explicit the psychological violation that goes hand-in-hand [End Page 284] with the experience of a work of art in a diary entry from a period of work on an earlier variant of What Is Art?: "One must hone the artistic work so that it penetrates. To hone a work means to make it perfect artistically, in which case it will pierce through the indifference...." 3 In an earlier version of the essay, Tolstoy offers "hypnotism" as a synonym for infection (p. 53).With its ability to "penetrate" through indifference and colonize, willy-nilly, the other, art accomplishes directly and immediately what no amount of rational argument could accomplish: "Art is differentiated from the activity of rational activity, which demands preparation and a certain sequence of knowledge (so that one cannot learn trigonometry before knowing geometry), by the fact that it acts on people independently of their state of development and education, that the charm of a picture, of sounds, or of forms, infects any man whatever his plane of development" (p. 178).The effect of art does not depend on some graduated, sequential process as it does for rational activity: art's infectiousness is immediate and irresistible. According to What Is Art?, the summum bonum of art's infectiousness, its best use, but notably not its only, is bringing about the Kingdom of God by effecting a change in the psychology of all the individuals who experience it. "Religious art," Tolstoy's supreme category of art, surmounts the (ultimately illusory for Tolstoy) individuality of the perceiver by inducing in him or her an emotional union with the artist and all others who have experienced the work of art, thereby inducting all perceivers into the universal collective of humankind: "In this freeing of our personality from its separation from other people, from its isolation, in this uniting of personality with others, lies the chief characteristic and the great attractive force of art" (p. 228). Art is a sacrament and the artist a priest of sorts.It is often said, even by those who have read the work, that Tolstoy "rejected" art in the last decades of his life, and What Is Art? is often cited as evidence. Granted, much of the book excoriates much of the art of the ages, but one must not... (shrink)

Although'Otherness' is an extremely common phenomenon in every society, related research is still at its beginnings.'Otherness' in the Middle Ages is a versatile and complex theme that covers a great number of different aspects, facets, and approaches: from non-human monsters and cultural strangers from remote places up to foreigners from another country or another town; it can refer to ethnic, cultural, political, social, sexual, or religious'Otherness', inside or outside one's own community. In any case, however,'Otherness' is a subjective phenomenon (...) depending on personal views and ascriptions, an issue of'imagination' and experience rather than'reality'. There is neither one single model of alterity nor is'Otherness' a stable phenomenon, but it changes over time and according to the cultural context. All this calls for methodological reflection and needs thorough investigation.00The methodological introduction and the 18 contributions of this volume demonstrate the great diversity of the theme and its different manifestations and perspectives. They tackle the problem from distinct angles and disciplines (history, art history, archaeology, literary history, and philology) in a wide chronological and thematic frame, using different methodological approaches, dealing with different areas (from Northern and Southern Europe to Byzantium and India), perspectives (including law, social order, the past, a sea), and diverse kinds of sources. They examine all kinds of'Otherness' mentioned above, highlight demarcation and rejection, aversion or acceptance, assimilation and integration, thus relativizing a strict dichotomy between'the Self' and'the Other' or between inside and outside. This volume is so far the most comprehensive attempt to tackle the huge problem of'Otherness' in the Middle Ages. (shrink)

(1990). Arts councils as organized anarchies and de facto regulatory agencies: Some comments on the bureaucratization of artistic production. World Futures: Vol. 28, Cross-Cultural Dialogue, pp. 217-223.

Proposal Information: In this paper it is argued that although Spinoza, unlike other great philosophers of the Enlightenment era, never actually wrote a philosophy of education as such, he did – in his Ethics – write a philosophy of self-improvement that is deeply educational at heart. When looked at against the background of his overall metaphysical system, the educational account that emerges is one that is highly curious and may even, to some extent at least, come across as counter-intuitive (...) in a contemporary setting. This is so because it grounds the greater social and political endeavors of humanity in the individual’s striving for an ever-increasing power of acting. Hence, education, for Spinoza, is a decidedly individualistic affair, but then again, so is the making of society. Since, for Spinoza, every instance of knowledge bears the unique mark of the individual body that expresses it, one might conclude that at the foundation of every social structure is an encounter between concrete bodies; each expressing a particular perspective from where to grasp the world. I would argue, based on this, that one of Spinoza’s main contributions to educational theory is his grounding of larger social endeavors in the striving of the individual. Hinged on the striving to be more rational, as dictated by the doctrine of the conatus, education appears to offer a way of grounding the structure of the human social world in the same principles as those guiding the individual. Spinoza’s doctrine of the imitation of affects thereby offers a way of linking the egoistic striving for power on behalf of the individual with the educational goal of building a sustainable society. It does so as it conditions self-improvement by the human characteristic to imitate what others desire. By being surrounded with people who desire to be more rational, one can utilize this desire for the good and become strengthened in one’s own striving for increasing one’s degree of existence. Consequently, the teaching situation is geared for guiding students towards a more rational life, at the same time as it is geared for the self-improvement of the teacher. This aspect of self-improvement is, ultimately, what will motivate the teacher in striving to enhance the lives of his or her students in the first place. Being unable to self-improve in isolation, the doctrine of the imitation of affects dictates that the rational person will be moved toward a life of generosity, not primarily for altruistic reasons, but out of a desire to become more rational and thus to gain in his or her own power of acting. The question that follows from this, of course, is how does one go about when inculcating a desire to be more rational in one’s students?Education, from a Spinozistic point of view, is ultimately about the cultivation of the potential that lies dormant in each individual, so that a person may live a happier life as a result of understanding, more adequately, their place in the natural world. The challenge, then, becomes one of overcoming the many obstacles that prevent a person from developing their potential. Pedagogy, from this point of view, may be understood in terms of the art of offering the right amount of resistance. This notion is based on the assumption that if a student encounters no resistance – or too much resistance – his or her potential remains just that – a potential. In order to develop this potential the student needs to overcome certain barriers. With regards to this, the role of the teacher may be conceived in terms of the one balancing the amount of resistance so that the student is properly challenged but at the same time not overwhelmed. Methodology or Methods/ Research Instruments or Sources Used: The paper makes for an attempt to outline a Spinozistic philosophy of education based on readings of Spinoza’s texts – primarily the Ethics – and some of the relevant secondary literature such as Della Rocca’s influential reading of Spinoza. As such it is a philosophical inquiry seeking to interconnect some key aspects of Spinoza’s philosophy with some of the major issues of education. Methodologically, this paper argues, in line with Melamed, that rather than turning to the history of philosophy in order to identify ‘precursors to [our] own views’, so as to validate what we already believe we know, it is more fruitful to turn to past philosophers in order to ‘challenge our most basic beliefs and intuitions by studying texts that are both well-argued and strongly opposed to our commonsense’. Accordingly, turning to Spinoza marks an attempt to revisit and reconceptualize some key aspects of educational thought. Conclusions, Expected Outcomes or Findings: A conclusion of this paper is that a Spinozistic philosophy of education would need to focus on resolving the tension between Spinoza’s egoism and education as a social project. To this end it identifies Spinoza’s doctrine of the imitation of affects as a possible link between the individual’s striving for power and the collective agenda of improving human well-being at large. It is also suggested that, in aspiring to inculcate a desire to be more rational in his or her students, the challenge for the Spinozistic teacher is to prompt the students to aspire to reach beyond the temporary satisfactions of the passions so as to acquire a more enduring sense of satisfaction and so that their well-being is more fully under their own command rather than under the command of various external influences. This, in turn, is connected with the notion of resistance in the sense that in experiencing the volatility of fortune – and thereby understanding the instability of relying on one’s passions – a person would appear to be more inclined to strive for a more enduring sense of happiness, even if this would mean giving up on some of the temporary pleasures that one has grown accustomed to. The resistance, then, may be conceived in terms of the overcoming of temporary pleasures that stand in the way of the developing of one’s potential. In this scenario the role of the teacher may be understood in terms of someone offering a well-balanced amount of resistance. This means that to accommodate one’s students – in the sense that one approaches them in terms of prospective customers, aspiring to satisfy their demands – is inimical to education insofar as the wants and desires of students are, generally speaking, caused by passive affects rather than their rational wills. References: Aloni, N.. Spinoza as Educator: From Eudaimonistic Ethics to an Empowering and Liberating Pedagogy. Educational Philosophy and Theory 40, pp. 531–544.Della Rocca, M.. Spinoza. New York: Routledge.Della Rocca, M.. Rationalism, Idealism, Monism, and Beyond. In: E. Förster & Y. Y. Melamed Spinoza and German Idealism. Cambridge: Cambridge University Press, pp. 7–26.Derry, J.. The Unity of Intellect and Will: Vygotsky and Spinoza. Educational Review, 56, pp. 113–120.Lloyd, G.. Spinoza and Educating the Imagination. In: A. O. Rorty Philosophers on Education: Historical Perspectives. London: Routledge, pp. 157–172.Melamed, Y. Y.. Spinoza’s Metaphysics: Substance and Thought. Oxford: Oxford University Press.Nadler, S.. Eternity and Immortality in Spinoza’s Ethics. Midwest Studies in Philosophy 26, pp. 224–244.Poulimatka, T.. Spinoza’s Theory of Teaching and Indoctrination. Educational Philosophy and Theory 33, pp. 397–410.Spinoza, B.. The Ethics. In: E. Curley A Spinoza Reader: The Ethics and Other Works. Princeton: Princeton Unive. (shrink)

The aggressive foreign policy of the Soviet Union and insufficient dynamic development of Soviet culture of the late 70's of XX century led to a slowdown in the British-Soviet cultural relations, including the prohibition of exchange visits between Ministers of Culture of both countries and bilateral tours of theatre, ballet and opera groups. In order to otrengthen cultural relations between the UK and the Soviet Union, the leadership of both countries established centers of cultural developments like the British Association " (...) class='Hi'>Great Britain - USSR" and the Soviet Society "USSR - United Kingdom ". Top priority areas of bilateral relations between the leadership of the United Kingdom and the Soviet Union were literary industry which included publishing scientific literature, expansion of book exchange between Soviet and British libraries, exhibitions of works of literature, such as the exhibition of the works of British authors, published on the territory of the Soviet Union in 1984; theatrical sphere, which included exchange visits of the UK and the USSR theater personalities to study the trends of Performing Arts and review of countries' repertoire; contacts in the field of historical sciences by creating among States bilateral commission of historians of the USSR and the UK; research work done by Soviet specialists in the territorial waters of the United Kingdom with the permission of the British government; cooperation in the field of cinema presented directors and actors exchange visits of both countries carrying out the Soviet television Week in 1984 in the National theater of Great Britain; and constructive cooperation in the field of music, which demonstrated the International Music Festival in May 1981 in Moscow and performances of the Moscow Philharmonic, "Music of Russian rites and festivals" and "Tradition of ancient Russian music" in the early 1980's in UK. British-soviet system of contacts in the sphere of culture was a tool for establishing successful diplomatic relations between Great Britain and the Soviet Union. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A BRITISH COMMONWEALTH DOGMATICS HE APPEARANCE of a new dogmatics is always ause for hope, hope sorely needed in Anglo-Saxon ountries where the tradition of systematic theology is an especially delicate growth. In the lands of the British Commonwealth, whence all the contributors to the series which I shall discuss have so come, the cultural and educational tone has been set very largely by the English, and England, for (...) reasons bound up with the peculiar development of Anglican theology, has never put forth much the way of a dogmatictheological shoot.1 Thus Dr. Alister McGrath, in his recent The Making of 11/Iodern German Christology, has opined that the last great English theologian was William of Ockham.2 Although McGrath's reviewers have made out a case in this regard for S. T. Coleridge and J. H. Newman, it must be admitted that the writing neither man could really be called systematic. How, then, has Catholic theology in these countries preserved, if at all, that dogmatic systematicness which is an accepted aspect of the coherence of Christian teaching in the Catholic tradition? Either, it may said, through creating the institutional enclaves of its own seminaries and religious studia; or,by participating in foreign, largely clerical, faculties of theology ; or by entering into contact with the mainstream, largely Anglican, academic theology of the Universities and hoping for the best, in the knowledge that here at any rate is an expertise in biblical studies, patristics and Church history whose use can 1 See S. IV. Sykes, 'Germany and England: An Attempt at Theological Diplomacy ', in ibid. (ed.), England and Germany. Stttdies in Theological Diplomacy Frankfurt am-Main and Berne 1982), pp. 158-159, for an explanation of this phenomenon. 2A. McGrath, 'l'he iliaki:ng of Modern German Ohristology (Oxford 1986), P· 5. 96 A BRITISH COMMONWEALTH DOGMATICS 97 only be beneficial.3 The volumes which have so far appeared of the new Chapman Introduction to Catholic Theology bear marks of all three types of influence. The foreword to the new series, setting the tone for what will follow, is by Canon Michael Richards. For many years the editor of the pastoral monthly The Clergy Review, now renamed Priests and People, Canon Richards is currently a parish priest in that opulent district of the West End of London distinguished for the elegant jeunesse doree known as ' Sloane Rangers'. As general editor of the new dogmatics he does not, however, allude to the institutional background which I have sketched, with its particular conjunction of limitations and possibilities. Instead, he chooses to help the reader locate what is being offered in terms of the call for a renewal of Catholic theology made in the documents of the Second Vatican Council. The Council, Richards sugests, ' provided the Church with a fundamental revision of its way of life in the light of a thorough investigation of Scripture and of our history, and with fresh guidelines for studying and reflecting upon the Christian message itself.4 Without citing chapter a.nd verse of the Council documents, Richards spells out these ' guidelines' in the following terms. Post-conciliar theology should: (a) maintain scientific or scholarly rigor; (b) succeed in expressing the Catholic tradition; (c) utilise the contributions of other religions, and other churches, to an understanding of God and the world; (d) report on the insights made possible by drawing on a number of different philosophical and methodological approaches. At the same time, Richards promises, the books that compose the series will each supply the appropriate quantity of informational material and reflective stimulus that might reasonably a For a discussion of the cultural context of theology in Britain, and especially England, see J. Coulson (ed.), Theology and the Unwe'rsity. A.n lilaumenioal Investigation (London 1964), passim. 4 M. Richards, "Forword ", reprinted with different pagination, in each volume of the series. 98 AIDAN NICHOLS, O.P. be assumed for any book purporting to be a text-hook in the area which it covers. This amounts to a very tall order, and two questions at once suggest themselves. First, are these the desiderata of theological method suggested by the Council? Secondly, are they actually realised in the books... (shrink)

Introduction: Ethical competence in professional practice can be considered essential among nurses and nurses in ambulance care encounter ethical dilemmas frequently. To enhance ethical competence among students in the ambulance specialist nursing program, high-fidelity simulation scenarios including ethical dilemmas were introduced as a learning activity. Research aim: The research aim was to investigate the usefulness of high-fidelity simulation in ambulance specialist nurse education to teach ethical reasoning when caring for children. Research design: This study was conducted as a qualitative interview (...) study, complemented with observations and using field notes and qualitative interviews for data collection. Data was analysed using deductive qualitative content analysis based on a care ethical model. Participants and research context: Participants ( n = 35) were recruited from an ambulance nurse educational program at a Swedish university. Data was collected after the students took part in two high-fidelity simulations involving children in an ambulance care setting. Ethical considerations: The study has been vetted and approved by the ethical council at the University of Borås, Sweden. The study follows the Helsinki Declaration’s advice on ethical principles. Results: The results showed that most of the students expressed some form of ethical reasoning during the simulation sessions, which were elaborated and reflected upon during the debriefing part of the sessions. The simulation design seemed to have a great impact on the outcome of the student’s ethical reasoning, where increased immersion led to deeper emotional engagement among the students which increased awareness of their personal preconceptions. Conclusions: This study aimed to investigate whether high-fidelity simulations could be useful to stimulate ethical reflections and contribute to increased ethical competence among students. In conclusion, a well-designed high-fidelity simulation can be useful as an educational tool to learn and enhance ethical competence among specialist ambulance nursing students. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 39.1 (2005) 31-47 [Access article in PDF] Holistic Integrated Design Education: Art Education in a Complex and Uncertain World Christopher Nokes Egosystem All art is the solution to an initiating design problem that must be articulated, even if the problem is this: to create something without meaning. As such, all art is a literary process, whereby the idea is articulated before that idea is (...) re-presented as an art form. And this is precisely what I attempt to do in the classroom when I assign highly challenging, universal, socio-cultural based and interpretive design problems. Both intent and solutions are implicit in the design assignments given to students. In each case the design process is emphasised, and students define the problem, research (often collaboratively), brainstorm (diving deeply into the problem for potential solutions), develop alternative solutions, use free-hand sketches and storyboarding to track the design and decision-making process, and (finally) select the best design for development and evaluation. Definition of key terms, research and storyboarding are the initial steps in the process to solving each of the design problems. Some examples of problem solving performance tasks are provided below (Table 1).Regarding the last example, in my first year of teaching I accepted a position on agreement that I teach Grade 10 (sophomore) mathematics. Even though my teaching background favored art and history, this was not a hardship because my original degree was in architecture (University of Toronto, 1978). I realized quickly that my personal romance with D.N. Perkins's Knowledge as Design demanded that I attempt to teach mathematics as a design process (much to the dismay of the department head).1 Nevertheless, imaginative mathematical works of mind were explored, based on original "design problems." As well, collaborative math tests were developed (and structured as design problems), where students divided into groups or design teams, each team having a "competent mathematician" on [End Page 31] Click for larger viewTable 1 Works of Mind; Visual Arts as a Problem-Solving Design Process [End Page 32]board. Each team worked together to solve one challenging mathematical problem, or a series of challenging mathematical design problems, under a time limit. This ensured that each student had a role to play. A key group dynamic here is that students speak to each other as peers, in a way teachers cannot: "No! You don't do it that way, silly. It's like this!" says A. "Ok! Ok! Don't yell at me," says B tenderly. "It's like this?" "Yes!" says A. "See! You really are good at math!" It was a beautiful thing to watch. The so-called "stupid-at-math" students saw how the "brainy" math students interpreted and approached mathematics, while the "brainy" students pulled those students who always believed they were "stupid at math" up to their level. In the end (to say the least), it greatly increased the weaker students' comfort level entering the classroom, and (at best) it gave weaker math students confidence by dispelling some of the mystical mystery which mathematics seems to possess — mathematics is not a mystery, it is a problem waiting to be solved as any other design problem once you know the process. Click for larger viewTable 2 Components of the Egosystem This is holistic integrated design education (or HIDE). Transforming students from the traditional, isolated receiver of information to the holistic child requires a fundamental transformation of the associative-cognitive paradigm of learning behavior and psychology, based on the child's ego development in a kind of object-filled, symbolical, self-contained world.2 In actuality, the world is complex, multi-faceted, hyper-sensitive, with many people of different socio-cultural and intellectual frames of mind interacting; and it is (thus) hardly self-contained. The world has indeed evolved that far. Somehow, like all paradigms, the ego must undergo a similar evolution, a similar transformation.3 A new version of ego must be invented, one that takes into account all the stuff of objective reality — the... (shrink)

Over the last 25 years, there has been an increasing fascination with the “dark” side of leadership. The term “destructive leadership” has been used as an overarching expression to describe various “bad” leader behaviors believed to be associated with harmful consequences for followers and organizations. Yet, there is a general consensus and appreciation in the broader leadership literature that leadership represents much more than the behaviors of those in positions of influence. It is a dynamic, cocreational process between leaders, followers, (...) and environments, the product of which contributes to group and organizational outcomes. In this paper, we argue that, despite this more holistic recognition of leadership processes within the broader leadership literature, current conceptualizations and analyses of destructive leadership continue to focus too heavily on behaviors and characteristics of “bad” leaders. In our view, to achieve a more balanced understanding of destructive leadership, it is important to adopt more integrative approaches that are based in the contemporary leadership discourse and that recognize flawed or toxic leaders, susceptible followers, and conducive environments as interdependent elements of a broader destructive leadership process. To this end, we offer a critique of the destructive leadership literature, propose a broader definition of destructive leadership, and highlight gaps in our understanding of leaders, followers, and environments in contributing to destructive leadership processes. Finally, we conclude by discussing strategies for examining destructive leadership in a broader, more holistic fashion. (shrink)