This article is concerned with the environmental conservation efforts that respond to the human race’s ecological crisis. It does this by looking at Sufistic-based environmental conservation at the pesantren of ath-Taariq in West Java, Indonesia. Data were obtained through interviews, observation and documentation using qualitative methods. Two findings were yielded; firstly, environmental conservation practices taught to students include ecology teaching, producing plant seeds and recycling waste into organic fertiliser. Secondly, significant steps have been taken by the (...) establishment for reforestation and nature conservation motivated by Sufi values and doctrines, including the concept of zuhud [asceticism] and gratitude, kinship and mutual assistance, love and blessing, as well as tafakkur [contemplation]. Contribution: This article helps develop studies of Sufism and environmental conservation. It offers a new direction for the teaching and learning of contemporary Sufism that all Islamic educational institutions could adopt. (shrink)

Traditionally, analytic philosophers writing on aesthetics have given short shrift to nature. The last thirty years, however, have seen a steady growth of interest in this area. The essays and books now available cover central philosophical issues concerning the nature of the aesthetic and the existence of norms for aesthetic judgement. They also intersect with important issues in environmental philosophy. More recent contributions have opened up new topics, such as the relationship between natural sound and music, the beauty (...) of animals, and the aesthetics of gardens. Using these materials, it is now easy to include a module on the aesthetics of nature as one part of an introductory course on aesthetics, or even to design an entire upper-level undergraduate or graduate seminar around the topic. Author Recommends: Don Mannison, 'Comments Stimulated by Reinhardt's Remarks: A Prolegomenon to a Human Chauvinistic Aesthetic'. Environmental Philosophy. Eds. Don Mannison, Michael McRobbie, and Richard Routley (Canberra: Australian National University, 1980), 212–16. Readers coming fresh to contemporary debates may find the lack of attention to natural beauty in twentieth-century philosophy somewhat puzzling. This paper, which defends the view that nature cannot be aesthetically appreciated as such, presents this attitude in a particularly pure form. Ronald Hepburn, 'Contemporary Aesthetics and the Neglect of Natural Beauty'. British Analytical Philosophy. Eds. Bernard Williams and Alan Montefiore (London: Routledge and Kegan Paul, 1966), 285–310. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). This seminal essay marks the beginning of contemporary discussion of the aesthetics of nature. Many of its ideas and themes continue to reverberate in contemporary debates. Allen Carlson, Aesthetics and the Environment: The Appreciation of Nature, Art and Architecture (London: Routledge, 2000). This volume is a collection of Carlson's influential essays on environmental aesthetics. Chapters 4 and 5, 'Appreciation and the Natural Environment' and 'Nature, Aesthetic Judgment, and Objectivity', set the agenda for much subsequent discussion in the aesthetics of nature. Chapter 6, 'Nature and Positive Aesthetics', develops and defends the controversial idea that nature, unlike art, is always aesthetically good. Arnold Berleant, 'The Aesthetics of Art and Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 228–43. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). In this paper, Berleant presents his influential idea of an 'engaged aesthetics' for nature. Yuriko Saito, 'The Aesthetics of Unscenic Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 101–11. This article develops Saito's idea that ethical considerations play a critical role in the aesthetics of nature, and presents a novel argument for Positive Aesthetics for nature. Malcolm Budd, The Aesthetic Appreciation of Nature: Essays on the Aesthetics of Nature (Oxford: Oxford University Press, 2002). This book collects Budd's papers on the aesthetics of nature, which contain important criticisms of Carlson's natural environmental model and the notion of Positive Aesthetics for nature. Noël Carroll, 'On Being Moved by Nature: Between Religion and Natural History'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 244–66. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). This paper argues for the importance of aesthetic appreciation that emphasizes emotional responses to nature. A philosophically sophisticated and influential treatment by a leading aesthetician. Ned Hettinger, 'Allen Carlson's Environmental Aesthetics and Protection of the Environment'. Environmental Ethics 27 (2005): 57–76. In this essay, an environmental philosopher gives careful and thorough consideration to the place of aesthetic considerations in environmental protection, focusing on Carlson's work. John Andrew Fisher, 'What the Hills are Alive With: In Defense of the Sounds of Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 167–79. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). Most discussions of nature aesthetics focus on visual experiences; this essay is the first philosophical study of the aesthetics of natural sounds. A nuanced and original paper. Allen Carlson and Arnold Berleant. 'Introduction: The Aesthetics of Nature'. The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004), 11–42. A comprehensive review of the literature, this essay contains the best available bibliography on the subject. Online Materials: http://plato.stanford.edu/entries/environmental-aesthetics/ Environmental Aesthetics: Allen Carlson's entry in the Stanford Encyclopedia of Philosophy. http://www.aesthetics-online.org/articles/index.php?articles_id=17 Teaching Environmental Aesthetics: Allen Carlson's article on the American Society for Aesthetics Web site. http://www.uqtr.uquebec.ca/AE/Vol_6/ Volume 6 of AE: Canadian Aesthetics Journal /Revue canadienne d'esthetique: Papers by Thomas Heyd and Ira Newman on Allen Carlson's book Aesthetics and the Environment, along with a response from Carlson. http://www.contempaesthetics.org/newvolume/pages/article.php?articleID=400 Paradoxes and Puzzles: Appreciating Gardens and Urban Nature: An essay by Stephanie Ross in the online journal Contemporary Aesthetics. Sample Syllabus for a three-week module in an undergraduate aesthetics course: This three week module can easily be adapted to fit shorter available class time or reduced reading expectations for students. A lighter two-week module, for instance, would drop the Hepburn reading and do either the Carroll essay or the Saito essay, but not both. Note that all readings for this module are reprinted in Allen Carlson and Arnold Berleant (eds.), The Aesthetics of Natural Environments (Peterborough, Ontario: Broadview Press, 2004). Week 1: Introduction Reading: Ronald Hepburn, 'Contemporary Aesthetics and the Neglect of Natural Beauty'. British Analytical Philosophy. Eds. Bernard Williams and Alan Montefiore (London: Routledge and Kegan Paul, 1966), 285–310. Discussion of Hepburn's essay will allow the instructor to bring out the distinctive issues and themes of the aesthetics of nature. Week 2: Objectivity or Subjectivity? Readings: Allen Carlson, 'Appreciation and the Natural Environment'. Journal of Aesthetics and Art Criticism 37 (1979): 267–76. Arnold Berleant, 'The Aesthetics of Art and Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 228–43. This section covers two very different approaches to thinking about the aesthetic appreciation of nature. Consideration of these provides an opportunity for students to reflect on nature's relationship to art, and on the character of aesthetic experience itself. Week 3: Pluralistic Approaches Readings: Yuriko Saito, 'Appreciating Nature on its Own Terms'. Environmental Ethics 20 (1998): 135–49. Noël Carroll, 'On Being Moved by Nature: Between Religion and Natural History'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 244–66. This section considers approaches that are motivated by perceived limitations of the two approaches mentioned above. In discussing these, students will focus on the significance, for the aesthetics of nature, of emotion and also of broader ethical considerations. Sample Syllabus for an upper-level undergraduate or graduate seminar: Books on Syllabus: Glenn Parsons, Aesthetics and Nature [AN] (London: Continuum Press, forthcoming November 2008). Allen Carlson, Aesthetics and the Environment: The Appreciation of Nature, Art and Architecture [AE] (London: Routledge, 2000). Allen Carlson and Arnold Berleant (eds.), The Aesthetics of Natural Environments [ANE] (Peterborough, Ontario: Broadview Press, 2004). Week 1: Introduction Parsons, AN, ch. 1. Allen Carlson, 'Environmental Aesthetics'. The Routledge Companion to Aesthetics. Eds. Berys Gaut and Dominic Lopes (London: Routledge, 2001), 423–36. Don Mannison, 'Comments Stimulated by Reinhardt's Remarks: A Prolegomenon to a Human Chauvinistic Aesthetic'. Environmental Philosophy. Eds. Don Mannison, Michael McRobbie, and Richard Routley (Canberra: Australian National University, 1980), 212–16. Ronald Hepburn, 'Contemporary Aesthetics and the Neglect of Natural Beauty'. British Analytical Philosophy. Eds. Bernard Williams and Alan Montefiore (London: Routledge and Kegan Paul, 1966), 285–310. Reprinted in ANE. Week 2: Imagination Parsons, AN, ch. 2. Thomas Heyd, 'Aesthetic Appreciation and the Many Stories About Nature'. British Journal of Aesthetics 41 (2001): 125–37. Reprinted in ANE. Emily Brady, 'Imagination and the Aesthetic Appreciation of Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 139–47. Reprinted in ANE. Marcia Eaton, 'Fact and Fiction in the Aesthetic Appreciation of Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 149–56. Reprinted in ANE. Week 3: Formalism Parsons, AN, ch. 3. Carlson, 'Formal Qualities and the Natural Environment', AE, ch. 3. Allen Carlson, 'On the Possibility of Quantifying Scenic Beauty'. Landscape Planning 4 (1977): 131–72. Ira Newman, 'Reflections on Allen Carlson's Aesthetics and the Environment'. AE: Canadian Aesthetics Journal /Revue canadienne d'esthetique 6 (2001) http://www.uqtr.uquebec.ca/AE/Vol_6/Carlson/newman.html>. Nick Zangwill, 'Formal Natural Beauty'. Proceedings of the Aristotelian Society 21 (2001): 209–24. Week 4: Science and Nature Aesthetics Parsons, AN, ch. 4. Aldo Leopold, 'Country'. A Sand County Almanac, with Essays on Conservation from Round River (New York, NY: Ballantine Books, 1966), 177–80. Carlson, 'Appreciation and the Natural Environment', AE, ch. 4. Carlson, 'Nature, Aesthetic Judgment, and Objectivity', AE, ch. 5. Glenn Parsons, 'The Aesthetics of Nature'. Philosophy Compass 2 (2007): 358–72. Week 5: Positive Aesthetics Carlson, 'Nature and Positive Aesthetics', AE, ch. 6. Eugene Hargrove, Foundations of Environmental Ethics (Denton, TX: Environmental Ethics Books, 1996), ch. 6. Yuriko Saito, 'The Aesthetics of Unscenic Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 101–11. Malcolm Budd, 'The Aesthetics of Nature'. Proceedings of the Aristotelian Society 100 (2000): 137–57. Glenn Parsons, 'Nature Appreciation, Science and Positive Aesthetics'. British Journal of Aesthetics 42 (2002): 279–95. Week 6: Animals Edmund Burke, A Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful. Ed. James T. Boulton (Notre Dame, IN: University of Notre Dame Press, 1968 [1757]), Pt. III, sec. VI. Holmes Rolston III, 'Beauty and the Beast: Aesthetic Experience of Wildlife'. Valuing Wildlife: Economic and Social Perspectives. Eds. Daniel J. Decker and Gary R. Goff (Boulder, CO: Westview Press, 1987), 187–96. Glenn Parsons, 'The Aesthetic Value of Animals'. Environmental Ethics 27 (2007): 151–69. Week 7: Pluralism Parsons, AN, ch. 5. Noël Carroll, 'On Being Moved by Nature: Between Religion and Natural History'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 244–66. Reprinted in ANE. Yuriko Saito, 'Appreciating Nature on its Own Terms'. Environmental Ethics 20 (1998): 135–49. Reprinted in ANE. Ronald Hepburn, 'Nature Humanized: Nature Respected'. Environmental Values 7 (1998): 267–79. Ronald Hepburn, 'Trivial and Serious in Aesthetic Appreciation of Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 65–80. Glenn Parsons and Allen Carlson, 'New Formalism and the Aesthetic Appreciation of Nature'. Journal of Aesthetics and Art Criticism 62 (2004): 363–76. Week 8: Engagement Parsons, AN, ch. 6. Arnold Berleant, 'The Aesthetics of Art and Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 228–43. Reprinted in ANE. Cheryl Foster, 'The Narrative and the Ambient in Environmental Aesthetics'. Journal of Aesthetics and Art Criticism 56 (1998): 127–37. Reprinted in ANE. Allen Carlson, 'Aesthetics and Engagement'. British Journal of Aesthetics 33 (1993): 220–27. Week 9: The Sublime Immanuel Kant, Critique of the Power of Judgment. Trans. P. Guyer and E. Matthews (Cambridge University Press, 2000 [1790]). Excerpts from sections 23–9. Edmund Burke, A Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful. Ed. James T. Boulton (Notre Dame, IN: University of Notre Dame Press, 1968 [1757]). Excerpts from Pt. II, sections 1–8. Ronald Hepburn, 'The Concept of the Sublime: Has it any Relevance for Philosophy Today?'. Dialectics and Humanism 15 (1988): 137–55. Stan Godlovitch, 'Icebreakers: Environmentalism and Natural Aesthetics'. Journal of Applied Philosophy 11 (1994): 15–30. Reprinted in ANE. Malcolm Budd, 'Delight in the Natural World: Kant on the Aesthetic Appreciation of Nature. Part I: The Sublime in Nature'. British Journal of Aesthetics 38 (1998): 233–50. Week 10: Aesthetic Preservation Parsons, AN, ch. 7. Janna Thompson, 'Aesthetics and the Value of Nature'. Environmental Ethics 17 (1995): 291–305. Holmes Rolston III, 'From Beauty to Duty: Aesthetics of Nature and Environmental Ethics'. Environment and the Arts: Perspectives on Environmental Aesthetics. Ed. Arnold Berleant (Aldershot, UK: Ashgate, 2002), 127–41. Ned Hettinger, 'Allen Carlson's Environmental Aesthetics and Protection of the Environment'. Environmental Ethics 27 (2005): 57–76. Keekok Lee, 'Beauty for Ever?'. Environmental Values 4 (1995): 213–25. Week 11: Gardens Parsons, AN, ch. 8. Mara Miller, The Garden as an Art (Albany, NY: State University of New York Press, 1993), ch. 1. Mara Miller, 'Gardens as Works of Art: The Problem of Uniqueness'. British Journal of Aesthetics 26 (1986): 252–6. Stephanie Ross, What Gardens Mean (Chicago, IL: University of Chicago Press, 1998), chs. 1, 7. Tom Leddy, 'Gardens in an Expanded Field'. British Journal of Aesthetics 28 (1988): 327–40. David Cooper, 'In Praise of Gardens'. British Journal of Aesthetics 43 (2003): 101–13. Week 12: Art in Nature Parsons, AN, ch. 9. Carlson, 'Is Environmental Art an Aesthetic Affront to Nature?', AE, ch. 10. Sheila Lintott, 'Ethically Evaluating Land Art: Is It Worth It?'. Ethics, Place & Environment 10 (2007): 263–77. Emily Brady, 'Aesthetic Regard for Nature in Environmental and Land Art'. Ethics, Place & Environment 10 (2007): 287–300. Focus Questions1. Are there any important differences between the aesthetic appreciation of art and the aesthetic appreciation of nature? If so, what are they?2. Is preserving nature for its aesthetic value a coherent idea?3. What is the ugliest natural thing or place you can think of? How might proponents of Positive Aesthetics for nature deal with your example?4. Does the concept of the sublime have any significance for our contemporary experience of nature? If it does, what relation does it bear to our aesthetic appreciation of nature?5. Watch Rivers and Tides (2001), the documentary film about the British environmental artist Andy Goldsworthy. Ethically speaking, how do you think we ought to regard his art-making? (shrink)

The human species is more reliant on cultural adaptation than any other species, but it is unclear how observational learning can give rise to the faithful transmission of cultural adaptations. One possibility is that teaching facilitates accurate social transmission by narrowing the range of inferences that learners make. However, there is wide disagreement about how to define teaching, and how to interpret the empirical evidence for teaching across cultures and species. In this article I argue that disputes (...) about the nature and prevalence of teaching across human societies and nonhuman animals are based on a number of deep-rooted theoretical differences between fields, as well as on important differences in how teaching is defined. To reconcile these disparate bodies of research, I review the three major approaches to the study of teaching – mentalistic, culture-based, and functionalist – and outline the research questions about teaching that each addresses. I then argue for a new, integrated framework that differentiates between teaching types according to the specific adaptive problems that each type solves, and apply this framework to restructure current empirical evidence on teaching in humans and nonhuman animals. This integrative framework generates novel insights, with broad implications for the study of the evolution of teaching, including the roles of cognitive constraints and cooperative dilemmas in how and when teaching evolves. Finally, I propose an explanation for why some types of teaching are uniquely human, and discuss new directions for research motivated by this framework. (shrink)

Originating from the teachings of Confucius, Confucianism became the mainstream of Chinese culture and had enormous effects on all aspects of Chinese society. Confucianism has gone through three major changes in Chinese history: the first occurred during the Han period, the second during the Song period, and the third during the Qing period, after the first Opium War. In the late Qing period, China experienced a rapid decline due to the invasion of Western forces. Progressive intellectuals attributed this to the (...) conservative nature of Confucianism at that time. Their Anti-Confucianism Movement grew especially active during the May Fourth Movement in the early twentieth century. Two prominent figures in this movement were Chen Duxiu, from the political field, and Lu Xun, from the literary field. Chen Duxiu, who was a thinker and politician, and Lu Xun, who was a thinker and novelist, were both strongly critical of the problematic social habits connected to conservative Confucian ideologies, such as humaneness, courtesy, filial piety, and so on. However, there were also important differences between these two figures: while Chen Duxiu criticized the bad habits of Confucianism across various fields of society at a rather abstract political angle through his articles, Lu Xun more specifically criticized the bad habits of Confucianism in daily life from a literary perspective through his novels. These differences derived from their respective vocations. Consequently, while Chen Duxiu’s Anti-Confucianism Movement had a huge impact on intellectuals, Lu Xun’s Anti-Confucianism Movement had a huge impact on the general public. While the former led the Anti-Confucianism Movement, the latter popularized it. The third major change in Confucianism is still ongoing. It seems likely that the Anti-Confucianism Movement of Chen Duxiu and Lu Xun will help us to anticipate what kind of changes in Confucianism may go through in future. (shrink)

Any study of the 'Scientific Revolution' and particularly Descartes' role in the debates surrounding the conception of nature (atoms and the void v. plenum theory, the role of mathematics and experiment in natural knowledge, the status and derivation of the laws of nature, the eternality and necessity of eternal truths, etc.) should be placed in the philosophical, scientific, theological, and sociological context of its time. Seventeenth-century debates concerning the nature of the eternal truths such as '2 (...) + 2 = 4' or the law of inertia turn on the question of whether these truths were created along with nature, or were uncreated and subsisting in God's mind. One's answer to that question has direct consequences for conceptions of the necessity/contingency of mathematical and natural knowledge, how knowledge of such truths is accomplished by humans, and what grounds these truths. In this paper, I review the positions of four successors to Descartes' philosophy on the question of the eternal truths to illustrate how in specific ways that question with its theological, metaphysical, modal, and epistemological dimensions concerned the objectivity and certainty of the discoveries of the new science. Author Recommends: Clarke, Desmond. Descartes' Philosophy of Science . University Park, Penn State Press, 1982. This work provides an account of Descartes as a practicing scientist whose rationalism is mitigated by reliance on experiment and experience. Author re-examines Descartes' philosophical and scientific works in this new light. Dear, Peter. Revolutionizing the Sciences: European Knowledge and its Ambitions, 1500–1700 . Princeton, Princeton University Press, 2001. This work provides a useful overview of the issues and thinkers of the Scientific Revolution. Of particular relevance is chapter 8 on Cartesian and Newtonian science. Funkenstein, Amos. Theology and the Scientific Imagination from the Middle Ages to the Seventeenth Century . Princeton, Princeton University Press, 1986. This work is an advanced study of the theological and metaphysical foundations of early modern science. Discussions include questions of God's nature, God's knowledge in relation to human knowledge, providence, the laws of nature, and the truths of mathematics. In particular, chapter 3 discusses Descartes' account of the eternal truths and divine omnipotence. Garber, Daniel. Descartes' Metaphysical Physics . Chicago, University of Chicago Press, 1992. This work examines how Descartes' metaphysical doctrines of God, soul, and body set the groundwork for his physics. It includes a study of God and the grounds for the laws of physics (chapter 9). Henry, John. The Scientific Revolution and the Origins of Modern Science . 3rd ed. New York, Palgrave, Macmillan Press, 2008. This work provides a brief, general, and informative overview of the Scientific Revolution, including the themes of method, magic, religion, and culture. Osler, Margaret J. Divine Will and the Mechanical Philosophy: Gassendi and Descartes on Contingency and Necessity in the Created World . Cambridge, Cambridge University Press, 1994. This work is an examination and comparison of the mechanical philosophies of Gassendi and Descartes. It offers in-depth discussion of the issue of voluntarism and intellectualism in the period and how that related to conceptions of laws of nature and the eternal truths. Shapin, Steven. The Scientific Revolution . Chicago, University of Chicago Press, 1996. This work provides a critical synthesis of as well as a guide to recent scholarship in the history of science for a general readership. Online Materials Dr. Robert A. Hatch's Scientific Revolution Website: http://web.clas.ufl.edu/users/rhatch/pages/03-Sci-Rev/SCI-REV-Home/ A compendium of resources for the study of Scientific Revolution. Early English Books Online: http://eebo.chadwyck.com/home Early English Books Online (EEBO) contains digital facsimile page images of virtually every work printed in England, Ireland, Scotland, Wales and British North America and works in English printed elsewhere from 1473 to 1700. Early Modern Resources: http://www.earlymodernweb.org.uk/emr/ Early Modern Resources is a gateway for all those interested in finding electronic resources relating to the early modern period in history. Gallica, the Digital Library of the Bibliothèque Nationale de France: http://gallica.bnf.fr/ An ever-growing digital library which includes numerous primary and secondary texts of relevance to Descartes and his role in Scientific Revolution. Hatfield, Gary, 'René Descartes', The Stanford Encyclopedia of Philosophy. Spring 2009 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/spr2009/entries/descartes/ Slowik, Edward, 'Descartes' Physics', The Stanford Encyclopedia of Philosophy. Winter 2008 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/win2008/entries/descartes-physics/ Syllabus Sample Syllabus: Cartesian Science The following is five weeks covering Cartesian Science in a course on Descartes or the Scientific Revolution, or 17th-century theories of matter, or related themes on early modern truth and method, especially on the continent. This material is best suited to a graduate level audience, but it could be modified to suit an upper-division undergraduate course, as the readings are basically primary texts whose context and background can be explained in lectures. Week 1: Cartesian Revolution in France • Scientific method • Role of mathematics and experiment • Certainty of scientific knowledge Readings: Hatfield, Gary, 'René Descartes', The Stanford Encyclopedia of Philosophy. Spring 2009 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/spr2009/entries/descartes/ Descartes, Discourse on Method , Parts 1–3 Descartes, Meditations on First Philosophy , First Meditation. Week 2: Descartes' Scientific Treatises • Mechanization and mathematization of nature • Primary–secondary quality distinction Readings: Discourse on Method, Parts 4–6 Selections from Descartes' Scientific Essays: The World or Treatise on Light (ATXI 3–48); Treatise on Man (ATXI 119–202); Optics (ATVI 82–147). Slowik, Edward, 'Descartes' Physics', The Stanford Encyclopedia of Philosophy. Winter 2008 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/win2008/entries/descartes-physics/ Henry, John, 'The Mechanical Philosophy,' chapter 5. The Scientific Revolution and the Origins of Modern Science . 3rd ed. Macmillan, 2008. Week 3: Descartes' Theory of Nature • Descartes' derivation of the law of conservation and the three laws of motion • God's role in the metaphysics and physics of nature Readings: Selections from Principles of Philosophy, Preface (all); Letter to Elizabeth; Part I: 1–8; Part II: 1–45, 55, 64; Part III: 1–4, 15–19, 45–47; Part IV: 187–207. John Henry, 'Religion and Science,' chapter 6. The Scientific Revolution and the Origins of Modern Science . 3rd ed. Macmillan, 2008. Week 4: Post-1650 Cartesian Science: Necessity and Contingency in Nature • Debates on God, Creation, and Causes Readings: Easton, Patricia, 'What is at Stake in the Cartesian Debates on the Eternal Truths?' Philosophy Compass 4.2 (2009): 348–62. Malebranche, Nicolas, 'Elucidation 10', from The Search after Truth (1674). Note: All selections available in Nicolas Malebranche (1992). Philosophical Selections , edited by S. Nadler, Hackett. Gottfried Leibniz (1714) Monadology . Week 5: Causes in Nature and Morals • Theodicy as an explanation of defect and evil in a lawful universe: Malebranche v. Leibniz Readings: Nicolas Malebranche, Elucidation XVI (on occasionalism), and Treatise on Nature and Grace, Discourse One, Part 1. Gottfried Leibniz (1706), Theodicy. Focus Questions Weekly questions can be used to focus the readings. This can be done in a web or e-mail discussion thread, as a weekly assignment, or for in class discussion. I require students to post a short paragraph in response to the question or some posting by a classmate on the question. Students are required to post by 10 a.m. the day before we meet for class on a course website. Week 1: According to Descartes, what role does skepticism play in scientific reasoning? Week 2: Comment on the following: 'But I am supposing this machine to be made by the hands of God, and so I think you may reasonably think it capable of a greater variety of movements than I could possibly imagine in it, and of exhibiting more artistry than I could possibly ascribe to it' [ Treatise on Man ; ATXI 120]. Week 3: What is Descartes' conception of the relation between the metaphysics and physics of nature? Week 4: Critically discuss the positions of Descartes, Malebranche, and Leibniz on what provides the foundation for the certitude of natural knowledge? Week 5: Explain why both Malebranche and Leibniz consider moral sin to be analogous to natural defect? Seminar/Project Idea Hold a debate on the question of the status of the eternal truths. The proposition will be Descartes' position: 'Eternal truths must be both created and necessary if certainty in science is to be possible'. Format: 1. At the beginning of the 5-week module, students will be assigned to one of three roles: Team A, Team B, and judge's panel. Students will be given the debate proposition, but will not be told which team will take the affirmative and which team the negative until the time of the debate. 2. Recommend a variation on the Classic Debate Format to encourage the development of argument: sequence begins with affirmative construction (8 minutes), negative construction (8 minutes), second affirmative construction (8 minutes), second negative construction (8 minutes), first negative rebuttal (4 minutes), first affirmative rebuttal (4 minutes), final negative rebuttal (4 minutes) and final affirmative rebuttal (4 minutes). 3. Judges Panel: will consist of 3–4 judges who will assess the performance of Teams A and B. Judgment should be based on the persuasiveness of the team position. 4. Debate will be held at the end of the fifth week, or semester, whichever makes most sense given the course length and structure. Acknowledgements The author gratefully acknowledges the immensely helpful comments and suggestions by the participants in her graduate seminar on the Scientific Revolution: Benjamin Chicka, Sarah Jacques-Ross, Richard Ross, Marcella Stockstill, and Zohra Wolters. (shrink)

The general public and environmental policy makers often perceive management actions of environmental managers as “science,” when such actions are, in fact, value judgments about when to intervene in natural processes. The choice of action requires ethical as well as scientific analysis because managers must choose a normative outcome to direct their intervention. I examine a management case study involving prescribed burning of sagebrush (Artemisia tridentata) communities in south-central Montana (USA) to illustrate how to teach students to ethically evaluate (...) a management action by precisely identifying: 1) the proposed management action, 2) the deficiency of the system to be remedied by the action, 3) the stakeholders affected by the action, and 4) the category and type of values affirmed in the management action. Through such analysis, students are taught to recognize implicit and explicit value judgments associated with management actions, identify stakeholders to whom managers have legitimate ethical obligations, and practice a general method of ethical analysis applicable to many forms of environmental management. (shrink)

Ethicists and others who study and teach the social implications of science and technology are faced with a formidable challenge when they seek to address “emerging technologies.” The topic is incredibly important, but difficult to grasp because not only are the precise issues often unclear, what the technology will ultimately look like can be difficult to discern. This paper argues that one particularly useful way to overcome these difficulties is to engage with their natural science and engineering colleagues in (...) laboratories. Through discussions and interactions with these colleagues ethicists can simultaneously achieve three important objectives. First they can get a great deal of assistance in their research into the social implications of future technologies by talking with people that are actively creating those futures. Second their presence in the lab and the discussions that result can be a very powerful method for educating not only students, but faculty about the ramifications of their work. And third, because the education is directly linked to the students’ everyday work it is likely that it will not just be a theoretical exercise, but have direct impact on their practice. (shrink)

Historical case studies of scientific concepts are a useful medium for showing how scientific ideas originate and how they change over time. They are thus a useful tool for conveying knowledge about the nature of science. This paper focuses on the concepts of heat and temperature and discusses some issues related to choosing the content for a historical case study which incorporates not only nature of science perspectives but understandings related to what we know about the (...) class='Hi'>teaching and learning of these concepts. The case study is designed for first-year university chemistry students as an introduction to their study of thermodynamics. The paper includes a general chemistry textbook analysis of the heat and temperature concepts and a discussion of the caloric theory of heat, thermometry, and a brief survey of how the energy concept transformed our understanding of heat and temperature. (shrink)

The general public and environmental policy makers often perceive management actions of environmental managers as science, when such actions are, in fact, value judgments about when to intervene in natural processes. The choice of action requires ethical as well as scientific analysis because managers must choose a normative outcome to direct their intervention. I examine a management case study involving prescribed burning of sagebrush (Artemisia tridentata) communities in south-central Montana (USA) to illustrate how to teach students to ethically evaluate (...) a management action by precisely identifying: 1) the proposed management action, 2) the deficiency of the system to be remedied by the action, 3) the stakeholders affected by the action, and 4) the category and type of values affirmed in the management action. Through such analysis, students are taught to recognize implicit and explicit value judgments associated with management actions, identify stakeholders to whom managers have legitimate ethical obligations, and practice a general method of ethical analysis applicable to many forms of environmental management. (shrink)

Jozef Keulartz and Gilbert Leistra (eds): Legitimacy in European Nature Conservation Policy: Case Studies in Multilevel Governance Content Type Journal Article Pages 1-3 DOI 10.1007/s10806-010-9248-4 Authors Sarah Beach, Kansas State University Department of Sociology, Anthropology, and Social Work Manhattan KS USA Journal Journal of Agricultural and Environmental Ethics Online ISSN 1573-322X Print ISSN 1187-7863.

The last third of the twentieth century was a time of great change within the humanities, as new directions of study and intense interest in methodology challenged traditional approaches in even the most conservative fields and found practical expression in the growth of institutional structures intended to foster innovative and interdisciplinary approaches. One of the results of this academic self‐consciousness was an increased interest in the history of scholarship. Stephen Dyson has attempted to provide a history of classical archaeology (...) as it emerged in the United States, placing individuals and institutions in the context of American culture from the eighteenth century to the present. The aim is a good one, but the book is flawed in conception and execution.Dyson follows a generally chronological organization, at the same time stressing several major themes: academic and para‐academic programs and institutions, professional organizations, the practice of archaeological fieldwork, and museums. Each receives sharp criticism, for the most part based on accusations that the discipline is dominated by the “power brokers” of “the Establishment” , whose “elite private connections” enforce conservative practices and “stiffle [sic] intellectual innovation” .It is not clear for whom the book is intended. The professional audience is already familiar with the criticisms of its institutions and practices and has heard them voiced more convincingly. A subheading like “The Met Hot Pot and the Antiquities Trade” suggests that a more general audience is intended, but if that is so, the nonspecialist reader will be hindered by an insufficient explanation of the scope and aims of the discipline and by the absence of a key to the abbreviations used in the bibliography.Dyson cites some archival materials and has made extensive use of published sources such as diaries, reports, and obituaries. For the most part, however, his treatment seems to derive from secondary syntheses such as encyclopedias, institutional histories, and general accounts of historical periods. This reliance results in sometimes conflicting generalizations. The book lacks the kind of intellectual focus that characterizes, for example, Suzanne Marchand's Down from Olympus: Archaeology and Philhellenism in Germany, 1750–1970 .The exclusive focus on the “ruling elite” in the archaeological United States leaves many questions inadequately discussed. For example, the relationship between science and the humanities is a central interest for our time, but the uneasy attempts by archaeologists to make their discipline “scientific” are only alluded to , and the discussion of governmental funding for archaeology by the National Science Foundation and the National Endowment for the Humanities is cast in terms of the machinations of “the ruling elite in the humanities” .Dyson's approval is reserved for the “New Archaeology” of the late 1950s and for academic programs that favor its anthropological approaches and promote new methods in fieldwork instead of emphasizing excavation and the teaching of Greek and Latin . Yet the limitations of survey archaeology are a topic of current discussion; nor does it seem unreasonable that scholars of the classical cultures should be able to read the texts.The book is filled with small errors that cumulatively cast doubt on its reliability. For example: H. F. DeCou was murdered on 11 March 1911 on page 78, but on 10 March on page 79; “Eric Sjoqvist” and “Kurt Weitzman” ; Charles Waldstein “changed his name from Waldstein to Walton” and is inaccurately quoted. (shrink)

Study is recently re-invoked as an alternative educational formation to disrupt the learning trap and trope. This paper calibrates study and learning as two hermeneutic principles and correlates them with seeing, hearing, and observing as three onto-epistemic modes that respectively underpin Greco-Christian, Rabbinic, and ancient Chinese exegetical traditions. Linking study and learning with the hermeneutic issues of language, text, meaning, and reality, my calibration unfolds in four steps. First, I introduce an epistemic aporia encountered in interpreting some (...) Chinese educational “wind” texts, exposing our naturalized reasoning of learning along a representational enclosure. Second, turning to Susan Handelman’s writing, I trace this learning-as-representation enclosure as being conditioned upon the Greco-Christian exegetical mode of seeing, meanwhile correlating study back with the Rabbinic hearing hermeneutic. Third, I move on to explicate an onto-cosmological Yijing observing, proffering a study hermeneutic as a movement of observing, following, and attuning to wendao, literally put, “a crisscrossing pattern that turns with dao.” Finally, I re-observe and study the crisscrossing Chinese educational “wind” texts, evoking a Chinese “wind-teaching” sensibility so far rarely discerned through representational thinking and learning. (shrink)

Misconceptions about energy conservation abound due to the gap between physics and secondary school chemistry. This paper surveys this difference and its relevance to the 1690s–2010s Leibnizian argument that mind-body interaction is impossible due to conservation laws. Justifications for energy conservation are partly empirical, such as Joule’s paddle wheel experiment, and partly theoretical, such as Lagrange’s statement in 1811 that energy is conserved if the potential energy does not depend on time. In 1918 Noether generalized results like (...) Lagrange’s and proved a converse: symmetries imply conservation laws and vice versa. Conservation holds if and only if nature is uniform. The rise of field physics during the 1860s–1920s implied that energy is located in particular places and conservation is primordially local: energy cannot disappear in Cambridge and reappear in Lincoln instantaneously or later; neither can it simply disappear in Cambridge or simply appear in Lincoln. A global conservation law can be inferred in some circumstances. Einstein’s General Relativity, which stimulated Noether’s work, is another source of difficulty for conservation laws. As is too rarely realized, the theory admits conserved quantities due to symmetries of the Lagrangian, like other theories. Indeed General Relativity has more symmetries and hence more conserved energies. An argument akin to Leibniz’s finally gets some force. While the mathematics is too advanced for secondary school, the ideas that conservation is tied to uniformities of nature and that energy is in particular places, are accessible. Improved science teaching would serve the truth and enhance the social credibility of science. (shrink)

Presenting a thorough examination of the sacred forests of Asia, this volume engages with dynamic new scholarly dialogues on the nature of sacred space, place, landscape, and ecology in the context of the sharply contested ideas of the Anthropocene. Given the vast geographic range of sacred groves in Asia, this volume discusses the diversity of associated cosmologies, ecologies, traditional local resource management practices, and environmental governance systems developed during the pre-colonial, colonial, and post-colonial periods. Adopting theoretical perspectives from political (...) ecology, the book views ecology and polity as constitutive elements interacting within local, regional, and global networks. Readers will find the very first systematic comparative analysis of sacred forests that include the karchall mabhuy of the Katu people of Central Vietnam, the leuweng kolot of the Baduy people of West Java, the fengshui forests of southern China, the groves to the goddess Sarna Mata worshiped by the Oraon people of Jharkhand India, the mauelsoop and bibosoop of Korea, and many more. Comprising in-depth, field-based case study, each chapter shows how the forest's sacrality must not be conceptually delinked from its roles in common property regimes, resource security, spiritual matters of ultimate concern, and cultural identity. This volume will be of great interest to students and scholars of indigenous studies, environmental anthropology, political ecology, geography, religion and heritage, nature conservation, environmental protection, and Asian Studies. (shrink)

In the face of enduring environmental decline, ecologists are continuously exploring new ways to improve the relevance of their research and address nature conservation issues. Hoping for more relevant solutions than former species-centered conservation, some ecologists have mapped ecosystems and the services they deliver to human societies. Maps offer crucial, but understudied, relevance-making tools. By proposing a relational conceptualisation of relevance, I demonstrate that maps can make issues simultaneously relevant and irrelevant for conservation. In two mapping (...) projects conducted at the European Union level by the Working Group Mapping and Assessment of Ecosystems and their Services and at the French regional scale by the Laboratoire d’Écologie Alpine, I investigate how the (ir)relevance of ecosystem services maps is enacted through different modes. I successively show that: ecologists employed maps to re-orient their research toward social issues, but were constrained by the available quantified data (mode A); they used maps to implement a biopolitical approach and decide which ecosystems to protect, yet grappled with the imprecision of maps (mode B); and they engaged stakeholders in map development, but had to make excessive adjustments to align with their demands (mode C). I conclude by arguing that ecosystem services maps exemplify an automation of relevance, where relevance is more conditioned by technical feasibility than by the conceptualisation of solutions to conservation issues. Ultimately, the article contributes to the relevance scholarship by advancing the concept of irrelevance, operationalising the study of modes of relevance, and demonstrating that relevance is an inherently relational process. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Christ in the Life and Teaching of Gregory of Nazianzus by Andrew Hofer, O.P.Lewis AyresChrist in the Life and Teaching of Gregory of Nazianzus. By Andrew Hofer, O.P. Oxford: Oxford University Press, 2013. Pp. xi + 270. $105.00 (cloth). ISBN 978-0-19-968194-5.Fr. Andrew Hofer has written a cleverly conceived treatise on Gregory Nazianzen, one whose main focus is Gregory’s vision of his own life (and the life (...) of Christians more generally) as both imitatio Christi and participatio Christi. Hofer grounds his account of this imitatio and participatio in Gregory’s core dogmatic account of the person of Christ. The book thus offers us a study, focusing on one central author, of the ways in which a Nicene Christology could shape and stimulate (as well as be shaped and stimulated by) an account of the Christian life.The first chapter is an extended meditation on the nature of the “word” in Gregory. Here, Hofer begins by exploring how Gregory situates himself in the ancient battle—or at least the ancient literary topos of such a battle—between philosophy and rhetoric. Not surprisingly, Hofer emphasizes that Gregory sees himself as a philosopher, but one for whom the Christian life offers the true form of a philosophical life. The discussion then turns toward ways in which Gregory sees the Scriptures as providing a basis for discussing and modeling virtually all aspects of the Christian life. Hofer offers a little discussion of the manner in which Gregory adapts ancient rhetorical traditions of, for example, the paradeigma (see 44), but these debts are acknowledged mostly en passant.The second chapter takes us to the heart of the book and does an excellent job of setting up the author’s theme. Considering Gregory’s poetic auto-biographical [End Page 314] writing, Hofer argues that Gregory not only “blends Christ into the troubles, fears, and joys of his own life” but that he also “makes present the baptismal mysteries of one’s life immersed in Christ’s life” (56). In chapter 5, this extra dimension will receive a foundation in an account of the ways in which Gregory sees Christians drawn into the very events of Christ’s life (156-60, commenting particularly on Gregory’s Or. 40). There, Hofer emphasizes that Christ’s life is itself “a mimesis of ours” (160), creating realities that may be models for ours, models into which we are then drawn. But, in chapter 2 itself, Hofer’s main concern is to show the sheer variety of ways in which Gregory interweaves the scriptural account of Christ’s life and ministry with his own. This complex set of reference styles is termed Gregory’s “autobiographical Christology.”Chapter 3 pursues this agenda by turning to the ways in which Gregory uses the terminology of “mixture” to describe Christ—and to describe Christ’s relationship to Christians. It is this chapter that Stanley Hauerwas, were he endorsing the book, would say is “worth the price of the book alone.” Two things are particularly noteworthy. The first is the helpful discussion of the philosophical traditions that lie behind the terms Gregory uses. Hofer wishes us to take seriously traditions of thought on this theme that run between Aristotle and Alexander of Aphrodisias, rather than to place most weight on the Stoic tradition. Hofer advocates for his thesis in a sensitive fashion, emphasizing the difficulty in distinguishing distinct traditions in late antiquity. Second, there is much to be learned from the manner in which Hofer stretches discussion of Christ himself as “mixture” so that it provides insight into Gregory’s account of the Christian’s relationship with Christ.Chapter 4 follows a similar pattern, showing that a discussion of Christ’s person in Gregory’s writings (in this case, the famous sequence epp. 101, 102, and 202) has repercussions for wider themes. This chapter is less successful, in large part because of the sheer scale of the exercise attempted by Hofer. The largest section of the chapter (123-47) offers an extended discussion of Gregory’s ep. 101. This famous letter gives an extended critique of Christological error. Hofer begins by situating... (shrink)

Studying teaching behavior in controlled conditions is difficult. It seems intuitive that a human learner might have trouble reliably recreating response patterns over and over in interaction. A robot would be the perfect tool to study teaching behavior because its actions can be well controlled and described. However, due to the interactive nature of teaching, developing such a robot is not an easy task. As we will show in this review, respective studies require certain robot (...) appearances and behaviors. These mainly should induce teaching behavior in humans, be interactive, match the study design, and be realizable in terms of effort. We discuss how remote controlling of the robot or simulating robot capabilities is used as an option. With this review, we introduce the field of research on studying human teaching behavior with robots as a tool in the experimental design. We will provide a structured overview of existing work, and identify main challenges of employing robots in such studies. (shrink)

Are any nonhuman animals conscious? Why, if at all, should we strive to conserve natural environments? In what sense are we parts of nature? In this book, Simon James draws on a range of philosophical and literary sources to develop original answers to these and other questions, setting out a refreshingly new approach to environmental philosophy"--Provided by publisher.

The systemic complexity of sustainable development imposes a major cognitive challenge to students’ learning. Faculty can explore new approaches in the classroom to teach the topic successfully, including the use of technology. We conducted an experiment to compare the effectiveness of a simulation vis-à-vis a case-based method to teach sustainable development. We found that both pedagogical methods are effective for teaching this concept, although our results support the idea that simulations are slightly more effective than case studies, particularly to (...) teach its multidimensional and inter-temporal nature. Therefore, our findings suggest the use of both simulations and case studies as pedagogical tools to convey the main ideas associated with sustainable development. (shrink)

Conservation scholarship and policies are concerned with the viability of idealized ecological communities constructed using human metrics. We argue that the discipline of conservation assumes an epistemology and ethics of human sovereignty/dominion over animals that leads to violent actions against animals. We substantiate our argument by deconstructing a case study. In the context of recent bushfires in Australia, we examine recent legislation passed by the parliament of New South Wales, policy documents, and academic articles by conservationists that (...) support breaking communities of horses and/or killing 4,000 horses in Kosciuszko National Park, NSW. Theoretically framing our deconstruction against human sovereignty over animals and anthropocentrism, we affirm an intersectional, ecofeminist approach that values animals as relational and vulnerable agents. We uncover first the epistemic violence of categorizing horses as “pests,” and the anthropocentric nature of recently passed legislation in NSW. We analyze next the deficient ethics of NSW's government, and the argument that killing animals is justifiable when they suffer from starvation and dehydration. We close with a realistic proposal that does not involve breaking horses’ communities and/or killing horses, and a plea to the government of NSW and conservationists not to harm any horses in KNP. (shrink)

This book studies education and curriculum from the perspective of the teacher’s stance in the classroom. Writing through the lenses offered by autobiography, a lifetime in the classroom serving as teacher, and drawing heavily on Jewish and secular scholarly texts, Block offers a vision of education that serves as an alternative to the increasingly instrumentalist, managerial, standards-driven impersonal nature of contemporary schools. He advocates not for a pedagogy of ethics, but for the original ethical stance every teacher already assumes (...) by entering into the classroom. It is from this stance in ethics, he argues, that all pedagogy derives. (shrink)

Questions of Miracle will be a valuable reference book and teaching tool for scholars and students of theology, religious studies, and philosophy. Contents The Logic of Probabilities in Hume's Argument against Miracles - Fred Wilson David Hume and the Miraculous - Robert Larmer Miracles and the Laws of Nature - Robert Larmer Against Miracles - John Collier Against "Against Miracles" - Robert Larmer Miracles and Conservation Laws - Neil MacGill Miracles and Conservation Laws: A Reply to (...) Professor MacGill - Robert Larmer Miracles and Criteria - Robert Larmer Miracles and Natural Explanations - David Basinger Miracles and Natural Explanations: A Rejoinder - Robert Larmer Miracles as Evidence for Theism: A Surrejoinder - David Basinger Miracles, Evidence, and Theism: A Further Apologia - Robert Larmer Authenticating Biblical Reports of Miracles - Phillip Wiebe Miracles and Testimony: A Reply to Wiebe - Robert Larmer Miracles as Evidence against the Existence of God - Christine Overall Miracles and the Existence of God: A Reply - Robert Larmer. (shrink)

This article follows shorebirds—migratory animals that have gone from game to nongame animals over the course of the past century in North America—as a way to track modern field biology, bureaucratic institutions, and the valuation of wildlife. Doing so allows me to make interrelated arguments about the history of wildlife management and science. The first is to note the endurance of observation-based natural history methods in field biology over the long twentieth century and the importance of these methods for the (...) persistent contribution of amateurs. The second major line of argument advances the historical significance of scientific, government bureaucracies as sites of natural knowledge production. Historians of biology and ecology have tended to stress scientists with institutional homes in universities, museums, and at land-grant field stations—particularly as various forms of field biology became professionalized over the twentieth century. In contrast, migratory animals like shorebirds, whether under the auspices of the US Biological Survey or the contemporary Fish and Wildlife Service, were primarily studied and conserved by biologists in bureaucratic agencies. Mid- to low-level bureaucrats, along with avocational birders, have mainly been responsible for developing what we know about shorebird migration, behavior, and life history. And third, shorebirds foreground the importance of bureaucratic context for the valuation of nature, from their economic value to agriculture in the early twentieth century to their value as rare, endangered species in the twentyfirst. (shrink)

Artifacts are probably our most obvious everyday encounter with technology. Therefore, a good understanding of the nature of technical artifacts is a relevant part of technological literacy. In this article we draw from the philosophy of technology to develop a conceptualization of technical artifacts that can be used for educational purposes. Furthermore we report a small exploratory empirical study to see to what extent teachers’ intuitive ideas about artifacts match with the way philosophers write about the nature (...) of artifacts. Finally, we suggest a teaching and learning strategy for improving teachers’ concepts of technical artifacts through practical activities. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Contemplative Studies and the Liberal ArtsAndrew O. FortContemplative Studies—meaning both standard “third-person” study of contemplative traditions in history and various cultures as well as actual “first-person” practice of contemplative exercises as part of coursework—is a new field in academia, and aspects have been controversial in some quarters, seen as not completely compatible with the rigorous “critical inquiry” of liberal arts study. While there are agendas within contemplative (...) studies (CS) that go beyond the traditional questions and issues of liberal education, I want to argue that CS has, for a number of reasons, a place right at the heart of such inquiry. CS can be approached from many disciplines, including psychology, medicine, and neuroscience, as well as literature and visual, fine, and performing arts, but here I will focus on its place in liberal arts generally, and in religious studies specifically.1Given my specific focus, I will skip defining some broad terms frequently used in and beyond CS (such as “religion,” “spirituality,” or “meditation”), but, in view of my topic, I do need to say a few words about what I mean by “contemplation” and “liberal arts.” “Contemplation” refers to ways of knowing and focusing attention, often but certainly not always part of a religious tradition. It includes a wide variety of practices: sitting or walking meditation, various other kinds of “mindfulness” practices, yogic postures, visualizations, silent prayer and group chanting, reflective self-inquiry, observing nature, and many others. “Liberal arts” or “liberal education” has many qualities and purposes, but the ones most relevant here include (1) reflective self-awareness, recognizing and critiquing one’s beliefs and assumptions; (2) respectful and empathetic understanding of others (what I call “mental migration” into other worldviews); (3) understanding that humans are socially and culturally conditioned, existing in and shaped by historical contexts; and (4) learning about various ways of thinking or modes of inquiry.Contemplative studies clearly has the goals of enhancing both self-awareness and “mental migration” into other worldviews, and an expected outcome would be ongoing critical reflection on such learning. CS should and does value the analytic study of contemplative states and traditions: scientifically, historically, culturally, and personally. While few would disagree that scientific inquiry, historical study, and knowledge of sociocultural context are significant when learning about contemplative traditions, [End Page 23] there is more dispute about the value of actual “first-person” contemplative practice, both for scholars and for students in academic courses, either during or outside class. Some of my fellow essayists in this volume and many others have argued eloquently that firsthand personal experience is an important way of illumining these traditions as well as alternative ways of knowing and valuing more generally.I will begin by offering a series of connected reasons why the latter view should resonate for a liberal arts teacher, then raise some issues that focus on the practice of contemplative teaching in the classroom.1. There are a variety of ways of knowing oneself or consciousness and the world, and it is important to investigate these various ways, to better understand human existence. In fact, recognizing that there are different kinds of knowing increases one’s capacity for critical analysis.2. Contemplative reflection is one of the ways people come to know themselves and the world, and come to understand the nature of contemplative practice itself.3. Contemplative inquiry has been important to many people in a large number of cultures, so it should be understood through both external study and direct experience, to gain a more accurate (and “lived”) understanding of others’ worldviews and practices.4. Given this broad and long-standing interest, there are, naturally, diverse contemplative traditions and experiences. We should learn how this variety is understood and explained by practitioners (i.e., their personal significance) as well as by scientists (their observable characteristics). Both kinds of study facilitate “mental migration” into others’ worldviews.5. Those within contemplative traditions have a long history of critical analysis and argument about various introspective states, so we should learn about and attend to both the states and the arguments.6. In evaluating what contemplative thinkers say, it is valuable to attend to what and how we... (shrink)

Homer’s Odyssey has long served as a touchstone for environmental writers, but is this text itself a work of environmental ethics? Homer portrays, as a major and consistent purpose, the environmentally destructive consequences of hedonism, and the environmentally beneficent consequences of conservation and sustainable agriculture. The evidence of The Odyssey suggests that public critical dialectic about the treatment of animals, soil, and forests was not unknown to the ancient Greek world. Further, The Odyssey can have relevance to modern environmental (...) ethics, especially in Homer’s study of the relation between religion (especially its eating rituals) and the health of the natural environment. Finally, Homer teaches that it is not only possible but also worthwhile to code the arguments of environmental ethics in poetic/fictional terms. (shrink)

Sahih al-Bukhari, one of the most esteemed and widely studied collections of hadith by Muslims, has garnered significant attention in Indonesia. This paper delves into the history of Sahih al-Bukhari's study within the Indonesian context, examining its transmission lineage, vernacularization, and study methodologies in traditional and contemporary educational context. Three specific objectives were pursued: 1) the translation and vernacularization of Sahih al-Bukhari, 2) the transmission of Sahih al-Bukhari, with a focus on Indonesian pesantren (Islamic boarding schools), and 3) (...) the analysis of Sahih al-Bukhari study methods within Islamic colleges. Employing a historical method and an analytical approach, this research underscores the importance of translating and rendering Sahih al-Bukhari into vernacular languages as an initial step in making this revered text accessible. The study forms and institutions involved in Sahih al-Bukhari education were categorized into two primary streams: pesantren and Islamic higher education institutions. While pesantren encompass introductory courses, memorization programs, and more practical approaches, Islamic higher education institutions offer diverse and contemporary methods, including thematic, comparative, critical, living, and understanding studies. This study provides a comprehensive exploration of the multifaceted nature of Sahih al-Bukhari studies in Indonesia. By investigating its historical development, translation efforts, and the unique study methodologies within different educational settings, it sheds light on the diverse ways in which Sahih al-Bukhari is approached and understood in the Indonesian context. (shrink)

Do liberals’ and conservatives’ brain processes differ in moral reasoning? This research explains these groups’ dissimilar moral stances when they face ethical transgressions in business. Research that explores the effects of ideological asymmetry on moral reasoning processes through moral foundations has been limited. We hypothesize two different moral reasoning processes and test them in the South Korean culture. Study 1 uses the neuroscientific method of event-related potentials to explore the dissociable neural mechanisms that underlie Korean liberals’ and conservatives’ moral (...) reasoning processes in business ethical transgressions. Liberals’ early frontal negative-going brain waves showed that they are quick to pass negative judgment by intuitively detecting violations of fairness, while conservatives’ temporoparietal positive-going brain waves showed that they have a higher motivation to respect authority. Both liberals’ and conservatives’ ERP components occur within the first second of the decision-making phase, suggesting the rapid and intuitive nature of moral reasoning processes. Study 2 tests a mediating process and confirms that Korean liberals exhibit the moral engagement strategy, through the fairness foundation. These findings from our interdisciplinary research deepen the knowledge of the complexity of human morality in business ethics research. (shrink)

If any nature of science perspective is to be incorporated in science-related curricula, it is hard to imagine a satisfactory didactic toolkit that neglects the social studies of science, the academic field of study of the institutional structures and networks of science. Knowledge production takes place in a world populated by actors, instruments, and ideas, and various epistemic cultures are responsible for providing the concepts, abstractions, and techniques that slowly trickle down the information pathways to become stabilized in (...) university curricula or ossified in high-school science, losing much of the tacit knowledge along the way that enabled the production of knowledge in the first place. The discussion of the sociology of science and the sociology of scientific knowledge is followed by a short overview of recent approaches in science studies and the studies of expertise. (shrink)

This article discusses the ecological and cultural criteria underlying the management practices for protected areas in France. It examines the evolution of French conservation from its roots in the 19th century, when it focused on the protection of scenic landscapes, to current times when the focus is on the protection of biodiversity. However, biodiversity is often socially defined and may not represent an ecologically sound objective for conservation. In particular, we question the current approach to protecting a specific (...) type of biodiversity that is at the basis of traditional landscape but does not value systems that are left to develop naturally (i.e., without significant human intervention). We present several examples of current attempts in France and Europe to managing traditional ecosystems and then discuss the values that exist in systems that develop naturally. We feel the latter systems often have much to offer in terms of biodiversity as well as providing important sites for the study of dynamic ecological communities in an ever-changing world. (shrink)

Questions of Miracle will be a valuable reference book and teaching tool for scholars and students of theology, religious studies, and philosophy. Contents The Logic of Probabilities in Hume's Argument against Miracles - Fred Wilson David Hume and the Miraculous - Robert Larmer Miracles and the Laws of Nature - Robert Larmer Against Miracles - John Collier Against "Against Miracles" - Robert Larmer Miracles and Conservation Laws - Neil MacGill Miracles and Conservation Laws: A Reply to (...) Professor MacGill - Robert Larmer Miracles and Criteria - Robert Larmer Miracles and Natural Explanations - David Basinger Miracles and Natural Explanations: A Rejoinder - Robert Larmer Miracles as Evidence for Theism: A Surrejoinder - David Basinger Miracles, Evidence, and Theism: A Further Apologia - Robert Larmer Authenticating Biblical Reports of Miracles - Phillip Wiebe Miracles and Testimony: A Reply to Wiebe - Robert Larmer Miracles as Evidence against the Existence of God - Christine Overall Miracles and the Existence of God: A Reply - Robert Larmer. (shrink)

We characterize a type of functional explanation that addresses why a homologous trait originating deep in the evolutionary history of a group remains widespread and largely unchanged across the group’s lineages. We argue that biologists regularly provide this type of explanation when they attribute conserved functions to phenotypic and genetic traits. The concept of conserved function applies broadly to many biological domains, and we illustrate its importance using examples of molecular sequence alignments at the intersection of evolution and cell biology. (...) We use these examples to show how the study of conserved functions can integrate knowledge of a trait’s causal effects on fitness and its history of natural selection without invoking adaptation. We also show how conserved function provides a novel basis for addressing objections against evolutionary functions raised by Robert Cummins. (shrink)

This paper offers an analysis of the nature of hope and explicates its significance for and relation to education. This entails distinguishing initially two kinds of hope - absolute and ultimate hope. While absolute hope is an orientation of the spirit which sets no conditions or limits on what is achievable and has no particular ends in view, ultimate hope is an 'aimed hope ', that is to say a form of hopefulness that entails identifying and struggling to realise (...) in the here and now particular improved states of affairs - for oneself, for others and for society generally. To that extent, ultimate hope, despite efforts to undermine it prompted by despair, relativism, cynicism and fatalism, is a crucial aspect of the educational process. On the other hand, absolute hope, combined with a 'larger love' of teaching, provides those educators who have it with a significant personal resource in coping better with the special demands of their work. (shrink)

While the teaching of controversial issues has generally been supported by schools and education scholars, new laws and public outcry have impacted whether and how controversial issues are taught. Calls to ban or limit teaching of controversial issues have largely been spurred by conservative parents, policymakers, and political groups. Some teachers and many education scholars are deeply concerned and want to preserve teaching about controversial issues. This situation suggests that inquiry is needed into changes in the educational (...) aims held and practices endorsed by various stakeholders. This article reconsiders the aims used to justify teaching controversial issues and situates them within larger understandings of good citizenship, revealing important differences in the explanations and values endorsed by opposing groups. It categorizes the aims more generally held by teachers, philosophers of education, and citizenship education scholars as: reasoning, engaging, communicating, and sustaining democratic communities. Then, those aims are compared to aims circulating within the discourse of opposing parents, policymakers, and political organizations. Finally, this article argues that pragmatic adjustments to educational aims held by many teachers and education scholars are both warranted and wise. It provides potential ways to better justify the teaching of controversial issues, including through approaches that more strongly ground teaching in American principles, historical examples, and a commitment to living together well. (shrink)

Historical studies convincingly demonstrate that the knowledge process [Erkenntnis] in natural science consists of the gradual adaptation of the thoughts to the facts. This adaptation happens through happy circumstances, which increasingly reveal the more general similarities and subtle differences of the facts. By this, the precision of the representation of the facts by the thoughts grows, so that the latter finally become an image of the former, which for certain intellectual purposes may completely substitute for them. The one who admits (...) this sober view of the meaning of natural science will assign to natural science teaching no other purpose, but to promote the aspired adaptation of thoughts with highest economy of work on shortcuts, by artificially bringing about those favorable circumstances avoiding the unfavorable historical coincidences and delays.One should in teaching first and foremost proceed psychologically; only secondarily and as much logically, as this is enabled through the psychological preparation so that it becomes a need. New concepts, theories, hypotheses, solutions of problems should only be introduced, when the need for this is felt in order to be able to master the topic. For each sentence, which appears during teaching, clarity and explicitness, but in general not indefeasibility from the point of view of the goal of teaching, should be required. (shrink)

Drones deployed to monitor endangered species often crash. These crashes teach us that using drones for conservation is a contingent practice ensnaring humans, technologies, and animals. This article advances a crash theory in which pilots, conservation drones, and endangered megafauna are relata, or related actants, that intra-act, cocreating each other and a mutually constituted phenomena. These phenomena are entangled, with either reciprocal dependencies or erosive entrapments. The crashing of conservation drones and endangered species requires an ethics of (...) care, repair, or reworlding. Diffractions, disruptions that expose difference, result from crashes and reveal the precarious manner by which technologies, laws, and discourses bring nature and culture together. To support crash theory, this article presents three ethnographic cases. A drone crash in the United Kingdom near white rhinoceroses while building machine learning training data exhibits the involvement of the electromagnetic spectrum; the threat of crashes in the Pacific Northwest near Puget Sound orcas discloses the impacts of drone laws; and drone crashes in Sri Lanka among Asian elephants presents the problems of technoliberal ideals around programming natural worlds. Throughout the article, a methodology is developed, parallelism, which attends to the material similarities in lateral phenomena. (shrink)

Dating back to medieval times, and some would contend even ancient biblical times, scholars of the faith have made significant contributions to scientific discovery. Theology was considered foundational to the understanding of our natural world, and possibly the motivation for scientific enquiry. No tension existed between observation and study of the natural world and faith. In modern times the rift between science and faith, from a conservative evangelical perspective, has been ever-widening with both sides viewing the other with growing (...) suspicion. This article reflected on the impact that this approach to science and faith has had on the faith formation of youth raised within evangelical faith communities. It investigated how conservative evangelical teachings concerning the creation story has hindered the faith formation of youth in this context. We connected this tension between science and faith as we considered connections to environmental justice as it related to youth in marginalised communities in South Africa. This article served as an introductory exploration of why we believe young people are not engaging with environmental issues. Contribution: As part of the special edition on youth, faith and climate change, this article reflects on the impact that the conflicted evangelical approaches to science and faith have on the faith formation of youth raised within evangelical faith communities. It investigates how fundamentalistic evangelical teachings concerning the creation story has hindered the faith formation of youth in this context. Within the context of environmental justice and inequality, this article highlights the need for church engagement on issues related to these conflicted approaches, its effect on how youth engage on issues affecting their environments, and youth ministry practice within evangelical churches. (shrink)

This paper defends an account of the laws of nature in terms of irreducibly modal properties (aka powers) from the threat posed by functional laws, conservation laws and symmetries. It thus shows how powers theorists can avoid ad hoc explanations and resist an inflated ontology of powers and governing laws. The key is to understand laws not as flowing from the essences of powers, as per Bird (2007), but as features of a description of how powers are possibly (...) distributed, as per Demarest (2017), Kimpton-Nye (2017, 2021) and Williams (2019); call this the Powers-BSA. This underappreciated powers-based account of laws is continuous with actual scientific practice and thereby quite naturally accommodates functional laws, conservation laws and symmetries. This paper thus positions the Powers-BSA as the leading anti-Humean account of the relationship between laws and properties. (shrink)

The nineteenth century was a time of great reform in education, with debate focusing on such questions as who should be educated, in what manner, and to what degree. Given the technical advances brought about by the Industrial Revolution, rigorous mathematical education was seen by many as essential. A mathematician, educator and examiner for the University of Cambridge, Isaac Todhunter was also known as a prolific and very successful author of mathematics textbooks. In his day, he was considered an influential, (...) albeit somewhat conservative, figure in mathematical education. In these six essays, first published in 1873, he discusses topics raised by the reform movement, such as the examination system, teaching methods and materials. Born of Todhunter's vast experience in the field, this work reflects an insider's perspective and remains relevant to students and scholars interested in the history of mathematics teaching and the University of Cambridge. (shrink)

This chapter describes the process of institutionalization of natural law at the University of Pisa, essential to interpreting the conditions in which the first public law chair of Italy was founded. The study of legal education in the late seventeenth and early eighteenth century will allow a more in-depth understanding of both the development of natural law in teaching practice throughout the long eighteenth century, and the features of the two processes of reception, respectively for educational and political (...) purposes. In fact, although both processes were founded on appreciation of the centrality of Roman law and philosophy in the construction of doctrines by the so-called ‘modern natural law school’, and developed through mediation of traditional Roman legal culture of the Pisan ‘historical-critical school’, there were some differences. In this initial phase, the didactic reception was indirect, although not entirely implicit, whereas the political reception was direct and explicit. (shrink)

The article is devoted to the consideration of the relationship of T. Kuhn (and his followers) with representatives of the school of internal realism. Theses of the article: Kuhn’s teaching does not contain an unambiguous understanding of the basis on which ideas within the paradigm are acceptable to a scientist; post-Kuhn discussions in the field of epistemology of scientific knowledge acquire not historical, but “human” character; they are conducted around the concept of “rational acceptability”; theoretical positions as epistemological anarchism, (...) similarly, internalism can equally be deduced from Kuhn’s teaching; the essentialist program of internal realists is excessively focused on criticizing the relativistic consequences of the doctrine of the paradigm; the revealed contradictions of Kuhn’s relativistic and internalist receptions prompt rejection of both these receptions. It is shown that Kuhn’s theory initially disposes to its transformation into a more consistent one in two ways: either due to radical antirealism, or due to an internalist approach, when its own epistemology is built within the framework of the paradigm with a mandatory definition of what is considered real and objective. Rational acceptability regulates the “value” aspect, i.e. preference for a certain theoretical model. Conclusions of the study: in internalism, the idea of the intersubjective nature of scientific knowledge is not lost; rational acceptability in internalism plays a restraining role in relation to the individual wills of scientists, acting as a collective form of intentionality that precedes any private scientific research with epistemological prerequisites; the criterion of rational acceptability is conservative, since it allows us to restrain the tendency of any language to lock itself in its own context; rational acceptability in internalism successfully balances between dogmatism and skepticism; the realistic and rational nature of the concept of “acceptability” allows us to reject the relativistic thesis about the closeness of science within a particular paradigm and assume that there is always “not-paradigmatic” component, rooted in the philosophical understanding of science. (shrink)

This case study introduces the QIT Madagascar Minerals (QMM) SA mining project at Fort-Dauphin, Madagascar, as a development project that has produced issues concerning justice. Although QMM appears to be a model company with a project that is seen as a success story, its consequent displacement of populations has been problematic in many respects, as have been the social effects that arise due to migration to the area by others who are attracted by the project. We suggest that the (...) root of many of these problems is that the people to be displaced have played an insignificant role in forming the project itself: consultation has instead been centred on corporate, government and environmental NGO concerns and interests. Compensation for losses has been inadequate. As non-mining land has been set aside as an offset for the purpose of conservation, traditional livelihoods have been curtailed. A narrow and Western conception of natural conservation that forbids access by the people has ensued for lands that hav.. (shrink)

Few disputes in the annals of US environmentalism enjoy the pedigree of the conservation-preservation debate. Yet, although many scholars have written extensively on the meaning and history of conservation and preservation in American environmental thought and practice, the resonance of these concepts outside the academic literature has not been sufficiently examined. Given the significance of the ideals of conservation and preservation in the justification of environmental policy and management, however, we believe that a more detailed analysis of (...) the real-world use and understanding of these ideas is needed. In this paper, we describe the results of a qualitative, semantic study of the concepts of conservation and preservation undertaken in the context of the Chattahoochee National Forest (CNF), located in northern Georgia (USA). Thirty in-depth interviews were conducted with scientists and north Georgia residents either interested or involved in the future management of the forest. Respondents were asked to define conservation and preservation in their own words and to indicate which approach they felt was more appropriate for the management of the CNF. Qualitative content analysis was used to elicit a set of recurring themes for each foundational concept. Taken together, these themes help to flesh out the meaning of conservation and preservation for citizens and scientists today, and illustrate the evolving nature of two of the more significant and venerable ideas animating US environmental policy and management. (shrink)

This paper argues that to study and teach ethics without due attention to feminism and other relevant aspects of critical theory (e.g. race or sexual orientation) is to be ethically handicapped. In arguing for this point, the author explains the key components of critical theory, how critical theory augments critical thinking insofar as the former points out certain limitations of exclusive abstract analysis, and how a consideration of critical theory can aid teachers to achieve their learning objectives. In illustrating (...) these points, the paper points to various perspectives on the nature and scope of sexual harassment. (shrink)

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)