Euphemistically named “pull-ups” are a visually engaging and increasingly engineeredsanitaryproduct designed to capture a market that less than one generation ago was toilet trained at the age of the girl pictured on the packaging.

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 22.1 (2002) 251-254 [Access article in PDF] James Fredericks Interview The 2002 winner of the Frederick J.Streng Book Award is James Fredericks, professor ofTheological Studies at Loyola Marymount University in Los Angeles, California. Professor Fredericks received the award for his book, Faith Among Faiths: Christian Theology and the Non-Christian Religions, published by Paulist Press (New York) in 2001. Buddhist-Christian Studies asked James (...) about his writing of the volume.Buddhist-Christian Studies: Why did you write Faith Among Faiths?James Fredericks: I wanted to help Christians think about the problems that the "pluralist" view of religious diversity poses for inter-religious dialogue.How does the book do that?By making a sustained criticism of the claim that religions are differing interpretations of the same transcendent "Reality." This notion is a problem for a religion of revelation, like Christianity, but also for a religion like Buddhism that has a sophisticated critique of metaphysics. Pluralist thinkers impose a meta-religious grand narrative on all the religions and demand that the religions conform to this grand narrative in the name of "tolerance."This kind of thinking has roots in the European Enlightenment and has affinities with some strands of Hindu thought, especially the "neo-Hindu" thinkers. I do not think that this approach fosters dialogue in depth. If Buddhism and Christianity are varying interpretations of the same ultimate "Reality," then what does Buddhism have to teach Christians that is of genuine theological importance? The obvious differences that distinguish Buddhism from Christianity are of little theological interest to Christians because they are of no soteriological consequence. The pluralist approach is a dead end for dialogue.And the way forward?What I call "comparative theology." I think of this as an alternative to what Christians call the "theology of religions."What's the difference?Theologies of religion interpret the meaning of other religious traditions from within the perspective of Christian tradition. Karl Rahner's theology of the anonymous Christian and Karl Barth's rejection of all religions as "unbelief" are both examples of a theology of religion. John Hick's pluralist model of religions is also a kind of theology of religions. This entire project has reached an impasse within Christianity. As an alternative, I propose that Christians recognize that Buddhism and Christianity [End Page 251] are linked by some significant similarities and distinguished from each other by significant differences.How does that break the impasse?Christians have something of genuine value to learn by entering humbly into dialogue with Buddhists. By taking differences seriously, dialogue becomes a way for Christians to do their own theology collaboratively with Buddhists. In the medieval period, Christians did theology in dialogue with Aristotle and Plato. Today, I want Christians to do theology in dialogue with Nagarjuna and Dogen. Therefore doing theology comparatively is to step beyond the notion of a theology of religions. Comparative theology does not begin with the assumption that Buddhism is a relatively obscured form of the same truth Christians affirm (Rahner) or that Buddhism and Christianity are relatively equal expressions of a truth that transcends them both (Hick). The purpose of dialogue is not to show how we are all really trying to say the same thing. ForChristians, at least, dialogue with Buddhists is a genuinely demanding way of doing theology.Any other reasons for the book?Yes. To promote friendships among Buddhists and Christians. These "inter-religious friendships" are a good way for Christians to practice their faith. My own friendships with Buddhists, both here in the USA and in Asia, are central to my spirituality and my work as a theologian. In a sense, I have never been in dialogue with "Buddhism." All my dialogues have been with actual Buddhists, with all their personal strengths and weaknesses, successes and failures. I am happy to say that, over the years, I have had some skillful teachers who have taught me not only the Dharma, but also taught me new ways to think about Christianity.Was it a difficult book to write?My book was written after years of dialogue with Buddhists and much research and... (shrink)

Professor James R. Flynn is renowned for his belief that the IQ gap between black and white Americans is not genetic, but environmental in origin. Flynn's controversial new book offers an alternative to the vision of American society popularized by Herrnstein and Murray in The Bell Curve and is a must-read for all those wanting to keep up to date with the IQ debate. It traces the history of American idealism from Jefferson to the followers of Leo Strauss; (...) analyses the black marriage market, the case for affirmative action, the folly of Iraq, and the liberal failure of will; and concludes with a powerful defence of humane ideals and human autonomy. With its clear and attractive prose, social scientists, philosophers and the general public will find this a unique and exciting book that will rearm American idealism with new ideas. (shrink)

Among the more significant developments of the twentieth century, the widespread attention given to 'rights issues' must surely justify ranking it somewhere near the top. Never before has the issue of rights attracted such a wide audience or stirred so much controversy. Until very recently 'rights' were traditionally recognized as attributable only to humans. Today, we increasingly are hearing a call to extend 'rights' to the nonhuman animal and, on occasion, to the environment. In this book, James B. Reichmann, (...) S.J., undertakes an investigation of the metaethical grounds of 'rights' theory, with special focus on the controversial issue of whether creatures other than humans can and should be considered true subjects of 'rights.' He contends that before assigning rights to this or that individual or group, whether human or not, we need to be very clear about what it is we are assigning, to whom, and why. The book argues forcefully that the various recent efforts to build a case supporting animal and environmental 'rights' fail in their quest, and that any such effort resting on a Darwinian evolutionary base is likewise condemned to fail. In furtherance of this claim the author first investigates life phenomena, followed by a detailed comparative study of knowing, communicating and doing, as these are observed in the human and the nonhuman animal. This in turn is followed by an overview of diverse views advanced by contemporary environmental ethicists and animal 'rights' advocates, including Peter Singer, Tom Regan, J. Baird Callicott, Laura Westra, and Don E. Marietta, Jr. Representative though doubtless provocative conclusions drawn from this study include the claims that: (1) Classic Darwinian theory provides no admissable premise from which to derive a theory of inherent, inalienable rights. (2) No satisfactory explanation of the origin of rights and obligation can derive save from within the context of natural law theory. (3) The human person alone unqualifiedly possesses rights. (4) The view that vegetarianism is an ethical mandate is neither compatible with the Christian world view, nor philosophically sound. ABOUT THE AUTHOR: James B. Reichmann, S.J., is professor emeritus of philosophy at Seattle University where he continues to teach. (shrink)

This paper comments on Cohen’s “Philosophy with Teeth” (also in this issue), and raises four questions surrounding the relationship between philosophy and psychology, most of which are requests for clarification from Cohen but two of which are more critical in character: Against Cohen’s claim that APPE disavows any intrinsic connection between philosophical counseling and psychology, it is suggested that this still leaves open the pos­sibility of an instrumental connection. And against Cohen’s claim that pure philosophy is “grist for the classroom” (...) or for “stimulating discussions over coffee,” it is maintained that pure philosophy may have more “teeth” than what this suggests. (shrink)

Some students do not cheat. Students high in measures of bravery, honesty, and empathy, our defining characteristics of heroism, report less past cheating than other students. These student heroes also reported that they would feel more guilt if they cheated and also reported less intent to cheat in the future than nonheroes. We find general consensus between students and professors as to reasons for the nonreporting of cheating, suggesting a general impression of insufficient evidence, lack of courage, and denial. Suggested (...) interventions in academia are based in positive psychology and an understanding of academic heroes. (shrink)

James Beattie was appointed professor of moral philosophy and logic at Marischal College, Aberdeen, Scotland at the age of twenty-five. Though more fond of poetry than philosophy, he became part of the Scottish 'Common Sense' school of philosophy that included Thomas Reid and George Campbell. In 1770 Beattie published the work for which he is best known, An Essay on Truth, an abrasive attack on 'modern scepticism' in general, and on David Hume in particular, subsequently and despite Beattie's (...) attack, Scotland's most famous philosopher. The Essay was a great success, earning its author an honorary degree from Oxford and an audience with George III. Samuel Johnson declared in 1772 that 'We all love Beattie'. Hume, on the other hand, described the Essay as 'a horrible large lie in octavo', and dismissed its author as a 'bigotted silly Fellow'. Although Beattie is no match for Hume as a philosopher, the success of the Essay suggests that, unlike Hume, Beattie voices the characteristic assumptions, and anxieties, of his age. The first part of this selection—the first ever made from Beattie's prose writings—includes several key chapters from the Essay on Truth, along with extracts from all of Beattie's other works on moral philosophy. The topics treated include memory, the existence of God, the nature of virtue, and slavery. The second part of the selection is devoted to Beattie's contributions to literary criticism and aesthetics. Beattie's studies of poetry, music, taste, and the sublime are vital to the understanding of the literary culture out of which developed the early Romanticism of Wordsworth and Coleridge. (shrink)

In their insatiable thirst for funding, contemporary universities eagerly cast themselves as important agents of economic well-being. While the particular contexts and forms for this agency may be novel, such a role is not. Historians have long identified the significance of academic institutions to economic development at a number of levels. At the national level, the importance of the Technische Hochschulen and the Land Grant colleges to German and American leadership in the Second Industrial Revolution is well known while the (...) significance of its system of higher education to a putative British industrial decline is more controversial. At the sub-national level, taking the example of Ontario, Canada, McKillop observes that “an adjustment of universities to the conditions and requirements of industrial life was an essential ingredient in economic competition and development,” with no university “untouched by the province’s industrial revolution and the secular gospel of research.” At the municipal level, in their study of three US cities, Kargon and Knowles have seen local institutions of higher education “reacting quickly and creatively to unpredictable demands for expertise.” It is this function of universities, or rather of their professoriates, as sources of local expertise which forms the focus of this paper. (shrink)

In June 2019, Dr. James Risser was the invited scholar for the Canadian Hermeneutic Institute, held in Calgary, Alberta, Canada. Dr. Risser is a professor of philosophy at Seattle University and the Senior Research Fellow at Western Sydney University. He is also the editor of the journal Research in Phenomenology. He has held philosophy Chairs and is a prolific writer of books and articles in the areas of continental philosophy and philosophical hermeneutics. This paper is the introduction to (...) the three-day event of the CHI, and his beginning introduction to his papers. It is followed by three papers entitled When Words Fail: On the Power of Language and Human Experience; Speaking from Silence: On the Intimate Relation Between Silence and Speaking; and Hearing the Other: Communication as Shared Life. (shrink)

The late Professor Friedländer’s work on Plato was originally published in two volumes at Berlin-Leipzig in 1928 and 1930. Of these the first volume discussed a large number of general Platonic themes, and the second commented on the dialogues in sequence. A substantial revision and expansion of the work was begun with the publication of Platon I: Seinswahrheit und Lebenswirklichkeit, corresponding to the original first volume. The original second volume was however now divided into two and the first part (...) of this revised second edition appeared as Band II Die Platonischen Schriften. The second and major part of this second volume appeared at Platon III: Die Platonischen Schriften, Zweite und Dritte Periode. Friedländer was now living in America and English translations of the three volumes by Hans Meyerhoff with further additions, revisions and notes appeared as Plato IH An Introduction ; Plato: The Dialogues, First Period ; and lastly the present volume Plato: The Dialogues, Second and Third Periods. (shrink)

In his classic discussion of liberal education and the nature of knowledge, Professor Hirst argues for a liberal education which is “directly concerned with the development of mind and rational knowledge.”1He sets out clear conditions which any activity must satisfy if it is to be a form of knowledge and suggests that there are seven distinct forms which satisfy these conditions:“mathematics, physical sciences, human sciences, history, religion, literature and the fine arts, philosophy”2The first argument of this paper is that (...) literary criticism exhibits all the features which Hirst demands of a form of knowledge. Second, it is argued that ‘literature’ does not exhibit the characteristics of a form of knowledge. The third argument is that Hirst's acceptance of ‘literature and the fine arts’ as a ‘form of knowledge’ reflects a fundamental deficiency in his list of the distinguishing features of a ‘form of knowledge’, which is that he omits any explicit reference to the necessity for a form of knowledge to exhibit criteria for distinguishing truth from falsity within its domain. (shrink)

Philosophy: its relation to life and education.--The ideslism of Spinoza.--Recent discussion in materialism.--Professor Watson on reality and time.--The cosmic and the moral.--Psychology past and present.--The postulates of physiological psychology.--The origin of volition in childhood.--Imitation: a chapter in the natural history of consciousness.--The origin of emotional expression.--The perception of external reality.--Feeling, belief, and judgment.--Memory for square size.--The effect of size-contrast upon judgments of position in the retinal field.--An optical illusion.--New questions in mental chronometry. Types of reaction.--The "type-theory" of reaction.--The psychology (...) of religion.--Shorter philosophical papers.--Shorter literary papers. (shrink)

This chapter contains sections titled: Introduction The Learning Path The Impact of the Professor Professionalism Morals and Values.

James Ward was Professor of Mental Philosophy and Logic at the University of Cambridge. First published in 1899, this two-volume work consists of his Gifford Lectures, delivered between 1896 and 1898, in which he criticises Naturalism, and Agnosticism, in favour of Idealism, in which spiritual and non-material phenomena are central to human experience. The lectures in Volume 1 set Naturalism and Agnosticism within the context of the Mechanical Theory, arguing against its claim that experience can be fully described (...) in terms of mechanical concepts such as motion, energy and force. Exploring the ideas of prominent thinkers such as Newton, Huxley and Spencer, these thought-provoking discussions continue to inform and evoke debate among philosophers and natural scientists. (shrink)

'The Person at the Crossroads: A Philosophical Approach' brings together scholars from around the world who share a common interest in the nature and activity of the human person. Personhood is examined from a variety of perspectives, both philosophical and theological, drawing on the rich traditions of both Western and Eastern thought. Readers will find themselves on a journey through the works of past and current scholars including, Confucius, Augustine, David Hume, Immanuel Kant, Horace Bushnell, Maurice Merleau-Ponty, Michael Polanyi, Rudolf (...) Carnap, Karol Wojtyla, Erazim Kohak, and many other authors who touch upon the personalist tradition and the human person. This volume will be of particular interest to readers interested in the nature of the human person, as well as philosophy and theology undergraduate and graduate students and professors teaching in these areas. -- Provided by publisher. (shrink)

Love and Friendship in the Western Tradition comprises a collection of essays written over a 25 year period by the late Rev. Professor James McEvoy on the theme of friendship. The book traces the genesis and development of philosophical treatments of friendship from Greek philosophy, through the Middle Ages, to modern and postmodern philosophy. The collection's three major concerns are: (1) the history of philosophical discussions of friendship; (2) the role of friendship in the cultivation of the philosophical (...) life; (3) the marginalization of friendship as a theme for philosophical reflection and practice in the modern period. As the author was primarily a medievalist, a great deal of the focus of the essays is on the development of the theme of friendship in the Middle Ages (in the thought of Augustine, Aquinas, Aelred of Rievaulx, Henry of Ghent, Robert Grosseteste, etc.). However, this focus, while a value in itself, also serves to connect philosophical perspectives on friendship from before and after the middle ages. It connects to the time before inasmuch as much of the work done on friendship in the Middle Ages is anchored in interpretations of Aristotle and Plato, and it connects to the time after by providing a counterpoint to the modern paradigm of what constitutes the philosophical life. The collection combines historical with thematic approaches to scholarship on this issue and is one of the only books of its kind to do so. It is, perhaps, unique in its historical sweep and will prove to be a canonical source for further research on this topic. (shrink)

An approach to political philosophy: Locke in contexts brings together Professor Tully's most important and innovative statements on Locke in a treatment of the latter's thought that is at once contextual and critical. The essays have been rewritten and expanded for this volume, and each seeks to understand a theme of Locke's political philosophy by interpreting it in light of the complex contexts of early modern European political thought and practice. These historical studies are then used in a variety (...) of ways to gain critical perspectives on the assumptions underlying current debates in political philosophy and the history of political thought. The themes treated include government, toleration, discipline, property, aboriginal rights, individualism, power, labour, self-ownership, community, progress, liberty, participation, and revolution. (shrink)

This fresh outlook on Socrates' political philosophy in Plato's early dialogues argues that it is both more subtle and less authoritarian than has been supposed. Focusing on the Crito, Richard Kraut shows that Plato explains Socrates' refusal to escape from jail and his acceptance of the death penalty as arising not from a philosophy that requires blind obedience to every legal command but from a highly balanced compromise between the state and the citizen. In addition, Professor Kraut contends that (...) our contemporary notions of civil disobedience and generalization arguments are not present in this dialogue. (shrink)

In working his way through his complex conception of the relation of fiction and reality, [Henry] James thus found the unconscious moral dimension inextricably embedded within "realism" itself. In following the threads of realism back to consciousness itself, James invariably found there intertwined with its roots those aspects and elements that other theorists kept carefully separate. By exploring experience to its source, he found imagination. By following objective life from "out there" to conception, he found individual vision. By (...) following the seeming oneness of the passing show back to perception, he found infinite variation and multiplicity. By following the uncolored flux and flow of events to their embodiment in the fictional medium, he found coloration of personality. And by following the "felt life" back to the artist's "prime sensibility", James found there the "moral sense" and the "enveloping air of the artist's humanity"—that which gives "the last touch to the worth of a work." James E. Miller, Jr., professor of English at the University of Chicago, is the author of A Critical Guide to Leaves of Grass; Walt Whitman; F. Scott Fitzgerald: His Art and His Technique; J.D. Salinger; Theory of Fiction: Henry James; and numerous articles on American literature and education. He contributed "Catcher In and Out of History" to Critical Inquiry, Spring 1977. (shrink)

Adam Smith studied under Francis Hutcheson at the University of Glasgow, befriended David Hume while lecturing on rhetoric and jurisprudence in Edinburgh, was elected Professor of Logic, Professor of Moral Philosophy, Vice-rector, and eventually Lord Rector of the University of Glasgow, and, along with Hutcheson, Hume, and a few others, went on to become one of the chief figures of the astonishing period of learning known as the Scottish Enlightenment.He is the author of two books: The Theory of (...) Moral Sentiments and An Inquiry into the Nature and Causes of the Wealth of Nations. TMS brought Smith considerable acclaim during his lifetime and was quickly considered one of the great works of moral theory. It deeply impressed Immanuel Kant, for example, who called Smith his ‘ Liebling ' or ‘favourite', and Charles Darwin, who in his Descent of Man endorsed and accepted several of Smith's ‘striking' conclusions. TMS went through fully six revised editions during Smith's lifetime.Since the nineteenth century, Smith's fame has largely rested on his Wealth of Nations, which must be considered one of the most important works of the millennium: its argument for free trade, its explanation of the price mechanism and the division of labor, its qualified defense of market economies, and its powerful criticisms of mercantilist economic theories are now standard fare in economics courses, not to mention the basis of a large portion of today's worldwide economic policy. And its account of human nature is now classic.Both The Theory of Moral Sentiments and the Wealth of Nations reveal Smith's impressively broad learning, but he wrote and lectured on a number of other subjects as well. This anthology collects, for the first time in one volume, not only generous selections from each of Smith's books but also substantial selections from his other work, including his lectures on jurisprudence, his history and philosophy of science, his criticism and belles lettres, and his philosophy of language. It also includes two important letters from Hume, as well as Smith's account of Hume's death.James R. Otteson is associate professor of philosophy at the University of Alabama. He has published on Adam Smith and the Scottish Enlightenment, political philosophy, and the history of early modern philosophy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:In Memoriam:Masao Abe (1915–2006)James FredericksProfessor Masao Abe, a pioneer in the international dialogue among Christians and Buddhists, died in Kyoto, Japan, on September 10, 2006. He was 91 years old. Professor Abe was given a quiet funeral service reserved to family and close friends, according to sources in Kyoto.After the death of his mentor D. T. Suzuki, Abe became a leading exponent of Zen in the West (...) and a driving force in the encounter between Buddhism and Christianity. Abe must be credited with much of the intellectual vitality of this dialogue, as well as its relevance to contemporary social problems.Abe was a tireless exponent of the Buddhist doctrine of emptiness as the standpoint for realizing the True Self, yet was also willing to place this basic Buddhist teaching in dialogue with Christianity. Rejecting the notion that Christianity and Buddhism were either fundamentally similar or completely different, Abe saw in interreligious dialogue an opportunity for the mutual transformation of dialogue partners and pursued dialogue to help Buddhists and Christians in confronting the threat of nihilism in the modern world.In the ruins of postwar Japan, Abe began his studies with Hajime Tanabe at the University of Kyoto, a prominent figure in the Kyoto school of contemporary Zen Buddhist philosophy in Japan. But it was his encounter with Shin'ichi Hisamatsu, another philosopher of Zen at the University of Kyoto, that would be decisive for Abe's turn to Zen. In a series of Zen retreats with Hisamatsu at Myoshinji Temple in western Kyoto, Abe was forced to confront the reality of nihilism within himself and eventually resolve this problem by entering the Zen standpoint of emptiness, wherein the enlightened self arises.At age 40, Abe left Kyoto for New York to study at Union Theological Seminary with two of the most prominent Christian theologians of his day, Paul Tillich and Reinhold Niebuhr. This encounter began a distinguished career of teaching, writing, and, above all, dialogue with leading Christian thinkers, including David Tracy, Langdon Gilkey, Rosemary Radford Ruether, Jurgen Moltmann, and Hans Kung. Abe served as visiting professor at the University of Chicago, Purdue University, Claremont College, Columbia University, Princeton University, the University of Hawai'i, and other schools. In Germany, [End Page 139] Abe taught at Heidelberg, Tubingen, and Munich. In addition to his many Japanese publications, Abe wrote extensively in English. These works include Zen and Western Thought, an award-winning collection of essays, and a ground-breaking reflection on Christian belief in Christ interpreted from a Buddhist perspective, "Kenotic God and Dynamic Sunyata." This essay appeared in conjunction with responses from several Christian and Jewish theologians, making the book itself a dialogue. Abe also engaged Jewish intellectuals with his Buddhist reflection on the Holocaust.In 1984, Abe and John Cobb convened a group of Buddhist and Christian intellectuals from Japan, North America, and Europe for dialogue in depth over a sustained period of time on a number of fundamental issues. He was also a guiding influence on the Society for Buddhist-Christian Studies, which continues his work of dialogue today.Masao Abe is survived by his wife Ikuko Abe, his constant companion in a life of sojourn and dialogue in the West. [End Page 140]James FredericksLoyola Marymount UniversityCopyright © 2007 The University of Hawai'i Press... (shrink)

I admire Robert Denham's enlightening and often very amusing response to my "Coherent Readers, Incoherent Texts" Critical Inquiry 3 [Summer 1977]:781-802). Not surprisingly, however, I remain unconvinced by its arguments, large or small. This may sound defensive, partly because it is, but I do wonder if his use of pluralistic sound sense is quite so fresh or so formidable as he takes it to be. . . . I think Denham understands quite accurately my use of "genre" as representing a (...) traditional structure for organizing plot, character, images, tones, and the like. I think it is true, also, that I use the word to refer both to narrative pattern and to what he calls "intention," that I use both Frye and Sacks as examples of convincing distinctions among ordering patterns. Of course Denham is right in saying that these systems are not necessarily coordinate, that they cover species and subspecies alike, and that the generic patterns are not of the same order. One might have a represented action that is comic, tragic, or even "serious." I wonder if all this really makes my argument "sometimes difficult to follow" . I had thought that I was signaling clearly the switch from Frye to Sacks, that neither was using "genre" in an unfamiliar or restrictive sense, and that both presented useful systems that were comprehensive and thus adaptable—as time has surely shown—for the labeling and pigeonholing needs of those seeking coherence at all costs. Since Frye sees narrative patterns as "pre-generic," it would not be difficult to work out coordination simply by saying that Sacks' three general categories of fiction could each exist in any of Frye's twenty-four phases. But things are not that simple, and more important, such devices would surely distract a reader I wanted to be in search of other game. Most of us switch freely from system to system, understanding "genre" to refer to a class that includes epic-drama-lyric-novel, a class that includes comedy-tragedy-romance-irony, a class that includes apologue-satire-represented action. As I see it, the only danger lies in mixing incompatible systems. James R. Kincaid is professor of English at the University of Colorado at Boulder. His works include Dickens and the Rhetoric of Laughter, Tennyson's Major Poems: The Comic and Ironic Patterns, and The Novels of Anthony Trollope. His contributions to Critical Inquiry are "Coherent Readers, Incoherent Text" , and "Fiction and the Shape of Belief: Fifteen Years Later". (shrink)