For some time there has been debate about differing perspectives on musical gift and musical intelligence. One view is that musical gift is innate: that it is present in certain individuals from birth and that the task of the teacher is to develop the potential which is there. A second view is that musical gift is a complex concept which includes responses from individuals to different environments and communities. This then raises the possibility that musical excellence can be taught. We (...) have already explored this idea with practising musicians. Our research has now expanded to include music teachers in formation, and, in this paper, we look at the influences in their musical development which have either ‘crystallised’ or ‘paralysed’ the musical talent which they possess. Our research has a comparative dimension, being carried out in Scotland and in Australia. We conclude that there are several key influences in the musical development of the individual, including home and community support, school opportunities and teaching styles and that there may be education and culture‐specific elements to these influences. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Music Education for the New Millennium: Theory and Practice Futures for Music Teaching and LearningSean PenderelMusic Education for the New Millennium: Theory and Practice Futures for Music Teaching and Learning, edited by David K. Lines. Malden, MA: Blackwell Publishing, 2005, 150 pp., $34.95 paper.Music Education for the New Millennium is a 150-page collection of essays focused mainly upon philosophical introspection into the current condition of the profession. Within (...) this volume there are eight philosophic essays and one quantitative research article, by Alastair McPhee, Peter Stollery, and Ros McMillan. Other essays, beyond the work of the editor, were contributed by Thomas Regelski, Wayne Bowman, Robert Davis, Lucy Green, David Elliott, Constantijn Koopman, and Janet Mansfield. This collection contributes to our contemporary quandaries about aesthetics and praxialism in addition to adding pertinent questions for both philosophy and music education.The overall purpose of this volume is to stimulate thinking in ways not accounted for in the classroom or studio environments and expand upon the broader discourses impacting the profession and society (3). Given that Lines organized this volume as a collection about a specified theme, I will approach this review threefold. First, I will examine overall features that were promising and those that were disappointing. Second, each chapter's contributions will be examined in light of the aim of the volume. Lastly, each essay will also be examined for its contributions apart from the volume, due to the fact that all of the works can stand alone.Within this framework, six themes continually emerged throughout the essays. These themes involved the use and abuse of musical meaning; the construction of musical meaning and understanding; language used within advocacy; the difficulties presented by both aesthetics and praxialism; the problems posed by our focus upon psychology; and lastly, the "what works" mentality of efficient systems. These themes are incredibly relevant to the contemporary discussion surrounding music education in addition to benefiting the whole of the profession. In some fashion or another, each author confronts one to many of these issues efficiently and effectively, to the point that the volume and its aim is solidified within Bowman's essay, "Music Education in Nihilistic Times." As a negative point, however, an internal organization around these themes never seems to appear, and without this the volume lacks a certain flow; each chapter stands alone. Although internal organization is petty globally for this volume, it does affect its readability.Regelski's essay appears first and critiques both traditional aesthetics and praxial philosophy. Interestingly, he weighs the potential dangers posed by both and drifts toward the notion of praxis while maintaining a certain aesthetic influence within his philosophy. Through music education's abuse of aesthetics, Regelski chronicles the elevation of experience beyond societal values of participation, production, and the process of music creation. Due to this, the profession has been subject to a certain dependency upon the positive aesthetic experience rather than on the participatory process of education. Furthermore, he notes that aesthetics, when stretched to its philosophic extreme, has had a tendency to become exclusive and elitist. I liken [End Page 117] this to the Gnostic practices within early Christianity. This sect valued a spiritual/aesthetic experience and its resulting "enlightenment," which occurred during a state of ecstasy, to the point of elevating those who had experienced this moment beyond those who had not.To curb this movement, Regelski suggests redefining aesthetics in the tradition of Dewey and Wittgenstein rather than that of Kant. In the former, the aesthetics are tied directly to the using of the object, or the practice of doing and creating. In contrast, in the Kantian tradition, which has dominated music philosophy, the experience becomes removed from the practice and is elevated to a position of esteem, beyond that of understanding. Likewise, praxialism, when taken to its extreme, has the potential to suffer from breadth without depth, which may result in a loss of content and depth of understanding. Regelski suggests that what needs to occur is a balance of depth and breadth with a focus on the development of musicianship. If this occurs then the experience will become valued as a result of participation in the... (shrink)

Peu de généralisations concernant la Révolution française ont été répétées avec plus de certitude que celle qui soutient qu’elle a constitué un tournant critique dans la rhétorique et la pratique de la domesticité et de la vie privée. Des historiens féministes ont soutenu que, malgré l’action politique des femmes radicales en 1789-1793, la transition entre l’absolutisme – sous lequel tout le monde était sujet du roi – et une fraternité républicaine de citoyens a abouti finalement à renforcer...

Reviews : Maurice Agulhon, Marianne into Battle. Republican Imagery and Symbolism in France, 1789-1880, and The Republic in the Village, The People of the Var from the French Revolution to the Second Republic. Both published jointly with the Maison des Sciences de l'Homme, Paris.

Sensory substitution devices (SSDs) aim to compensate for the loss of a sensory modality, typically vision, by converting information from the lost modality into stimuli in a remaining modality. “The vOICe” is a visual-to-auditory SSD which encodes images taken by a camera worn by the user into “soundscapes” such that experienced users can extract information about their surroundings. Here we investigated how much detail was resolvable during the early induction stages by testing the acuity of blindfolded sighted, naïve vOICe users. (...) Initial performance was well above chance. Participants who took the test twice as a form of minimal training showed a marked improvement on the second test. Acuity was slightly but not significantly impaired when participants wore a camera and judged letter orientations “live”. A positive correlation was found between participants' musical training and their acuity. The relationship between auditory expertise via musical training and the lack of a relationship with visual imagery, suggests that early use of a SSD draws primarily on the mechanisms of the sensory modality being used rather than the one being substituted. If vision is lost, audition represents the sensory channel of highest bandwidth of those remaining. The level of acuity found here, and the fact it was achieved with very little experience in sensory substitution by naïve users is promising. (shrink)

"... there is a lack of a clear and simple exposition of the CISG for students and practitioners. That is the role of the current book, which it fills admirably. All of the issues that have been raised in the cases and the literature are considered, but without excessive detail. This is a book that will do much to make the CISG an easily understandable text for all users, student and pracitioner alike." Preface by Professor Eric E. Bergsten.

The extensive community use of complementary medicine can no longer be overlooked in the practice of hospital medicine. Protocols need to be developed and implemented so that health professionals can deal with the issues surrounding the use of CM. Policy development has generally focussed on the supply of CM in hospital but another approach, which is based on consideration of the ethical and legal context, is presented here. Such an approach demands clarification of institutional policy for individuals who are competent (...) and those who are incapable of self-administration or non-competent. (shrink)

Objectives: The aims of this study were to: (1) investigate patients’ views on euthanasia and physician-assisted suicide (PAS), and (2) examine the impact of question wording and patients’ own definitions on their responses. Design: Cross-sectional survey of consecutive patients with cancer. Setting: Newcastle (Australia) Mater Hospital Outpatients Clinic. Participants: Patients over 18 years of age, attending the clinic for follow-up consultation or treatment by a medical oncologist, radiation oncologist or haematologist. Main Outcome Measures: Face-to-face patient interviews were conducted examining attitudes (...) to euthanasia and PAS. Results: 236 patients with cancer (24% participation rate; 87% consent rate) were interviewed. Though the majority of participants supported the idea of euthanasia, patient views varied significantly according to question wording and their own understanding of the definition of euthanasia. Conclusions: Researchers need to be circumspect about framing and interpreting questions about support of ‘euthanasia’, as the term can mean different things to different people, and response may depend upon the specifics of the question asked. (shrink)

Frances Kamm's aptly titled Intricate Ethics is a tour de force of what Peter Unger calls the ‘preservationist’ approach to ethical theory. Here is some of what she says about her methodology: Consider as many case-based judgments of yours as prove necessary. Do not ignore some case-based judgments, assuming they are errors, just because they conflict with simple or intuitively plausible principles that account for some subset of your case-based judgments. Work on the assumption that a different principle can (...) account for all of the judgments. Be prepared to be surprised at what this principle is . . . . I say, consider your case-based judgments, rather than a survey of everyone's judgments. This is because I believe that much more is accomplished when one person considers her judgments and then tries to analyze and justify their grounds than if we do mere surveys. (shrink)

This article takes the central issue concerning the ethics of animal experimentation to be the moral status of animals. Since most animal experimentation involves treating experimental subjects in ways that would clearly not be morally acceptable if the subjects were human, and since no animal experimentation involves the informed consent of the experimental subject, any attempt to justify such experimentation must include a defense of the claim that the moral status of animals differs significantly from that of humans. The influence (...) of animal welfare advocates, in particular Peter Singer, Tom Regan, and their followers, but certainly dating back to Bentham and Mill, seems to have resulted in at least the grudging acceptance by the research community that animals have some moral status. That is, that the interests of animals should be taken into account when designing and justifying experiments involving them. (shrink)

The human story behind Everettian quantum mechanics Content Type Journal Article Pages 1-4 DOI 10.1007/s11016-010-9510-4 Authors Alastair Wilson, University College, Oxford, OX1 4BH UK Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

For over a century, the Danish thinker Søren Kierkegaard has been at the center of a number of important discussions, concerning not only philosophy and theology, but also, more recently, fields such as social thought, psychology, and contemporary aesthetics, especially literary theory. Despite his relatively short life, Kierkegaard was an extraordinarily prolific writer, as attested to by the 26-volume Princeton University Press edition of all of his published writings. But Kierkegaard left behind nearly as much unpublished writing, most of which (...) consists of what are called his "journals and notebooks." Kierkegaard has long been recognized as one of history's great journal keepers, but only rather small portions of his journals and notebooks are what we usually understand by the term “diaries.” By far the greater part of Kierkegaard’s journals and notebooks consists of reflections on a myriad of subjects—philosophical, religious, political, personal. Studying his journals and notebooks takes us into his workshop, where we can see his entire universe of thought. We can witness the genesis of his published works, to be sure—but we can also see whole galaxies of concepts, new insights, and fragments, large and small, of partially completed but unpublished works. Kierkegaard’s Journals and Notebooks enables us to see the thinker in dialogue with his times and with himself. Kierkegaard wrote his journals in a two-column format, one for his initial entries and the second for the extensive marginal comments that he added later. This edition of the journals reproduces this format, includes several photographs of original manuscript pages, and contains extensive scholarly commentary on the various entries and on the history of the manuscripts being reproduced. Volume 9 of this 11-volume series includes five of Kierkegaard’s important “NB” journals, which span from June 1852 to August 1854. This period was marked by Kierkegaard’s increasing preoccupation with what he saw as an unbridgeable gulf in Christianity—between the absolute ideal of the religion of the New Testament and the official, state-sanctioned culture of “Christendom,” which, embodied by the Danish People’s Church, Kierkegaard rejected with increasing vehemence. Crucially, Kierkegaard’s nemesis, Bishop Jakob Peter Mynster, died during this period and, in the months following, Kierkegaard can be seen moving inexorably toward the famous “attack on Christendom” with which he ended his life. (shrink)

Alastair Hannay wrote that there is a campaign against the mental image and a look at the philosophical literature on that topic bears him out. But there is also a campaign against dreams. Given the first campaign this is not surprising. What is surprising is that they are separate campaigns. Intuitively mental images and dreams seem to be as alike as kittens and cats, the one being merely the developed form of the other, made possible by the fading of (...) consciousness of the real world. One would think that an attack on the one is also an attack on the other, at least in the sense that an analysis of the one will, with modest modifications, also be an analysis of the other.But this seems not to be so. To say that a man who pictured his nursery was not a spectator of a resemblance of his nursery, but rather resembled a. spectator of his nursery, may have some initial plausibility because some people behave in curious ways at such times. But to say this of a person who dreamt of his nursery is simply nonsense. (shrink)

Collective action problems lie behind many core issues in ethics and social philosophy—for example, whether an individual is required to vote, whether it is wrong to consume products that are produced in morally objectionable ways, and many others. In these cases, it matters greatly what we together do, but yet a single individual’s ‘non-cooperative’ choice seems to make no difference to the outcome and also seems to involve no violation of anyone’s rights. Here it is argued that—contrary to influential arguments (...) by Peter Singer, Alastair Norcross, Shelly Kagan, Derek Parfit, and Allan Gibbard—an appeal to the expected consequences of acts cannot deliver plausible verdicts on many of these cases, because individuals often have a probability of making a difference that is sufficiently small to ensure that ‘non-cooperation’ is the option with the greatest expected value, even when consequentialists themselves agree that ‘cooperation’ is required. In addition, an influential argument by Singer, Norcross, and Kagan is shown to be unsound for the claim that in the collective action situations at issue, the expected effect of one individual’s action equals the average effect of everyone’s similar actions. These results have general implications for normative theory, because they undermine the sort of consequentialist explanation of collective action cases that is initially attractive from many theoretical points of view, consequentialist and otherwise. (shrink)

Critical thinking is often nominated as a graduate attribute, a learning outcome, and is even offered as a discrete subject in schools and universities. Therefore, it is important to gain clarity about the fundamental goal or purpose of critical thinking education. What should instructors be aiming at when they seek to instil critical thinking in their students? In this paper, we argue that the aim of critical thinking is the achievement and maintenance of intellectual autonomy. In setting out our argument (...) for this conclusion, we investigate the three most plausible candidates for the goal of critical thinking practice. The first such candidate is successful inquiry: inquiry that succeeds in obtaining epistemic goods such as knowledge, true belief, or empirically adequate explanation. The second candidate is epistemically virtuous inquiry, i.e. inquiry that exhibits the full range of epistemic virtues, including the skills and capacities needed to support them. The third candidate is intellectual autonomy. We develop an account of intellectual autonomy as a form of self-respect attached to one’s epistemic and intellectual life and argue that only intellectual autonomy in this sense does full justice to the practice of critical thinking. (shrink)