In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Charles Faulkner Bryan: His Life and MusicTerese M. VolkCarolyn Livingston, Charles Faulkner Bryan: His Life and Music ( Knoxville, TN: University of Tennessee Press, 2003)There are many biographical studies in music education history.1 Indeed, it seems one of the easiest fields in historical research to mine—that is, until the researcher finds him or herself in the midst of what could be a years-long endeavor. Then the choice is (...) to commit to the research or quit. Carolyn Livingston did not quit. Her research began in 1981, continued through twenty years of investigations, interviews, library searches, and analyses, and has culminated in Charles Faulkner Bryan: His Life and Music. This book is not just the usual sequence of events in the life of a musician. Rather, it is more like becoming acquainted with someone you have never met before, yet feel comfortable with immediately. Charles Faulkner Bryan is genuinely likeable, and Livingston brings the person of Bryan to the fore and lets his humanity shine through his life and his music.Charles Faulkner Bryan: His life and Music is divided into two sections (pre- and post-WWII), each with four chapters. Livingston looks at this musician from several perspectives: the composer, the educator, the researcher, and the man. Appalachian folk music is the theme that connects the chapters, as it connected the events in Bryan's life. [End Page 211]Chapter 1 focuses on Bryan's youth, during which he and his family discovered his musical abilities. From performing at school, to building his own "turtle uke,"2 to his studies at the Nashville Conservatory of Music, Livingston describes the family support behind his developing musicality. Chapter 2 shows the reader his humanity even more clearly. Livingston tells of his early career as a music educator at the Tennessee Polytechnic institute; his marriage; and his mentorship of a young Black singer, J. Robert Bradley. That Bryan, a white Southerner, gave voice lessons to Bradley was not only generally unheard of with segregation as it was in the United States during the 1930s, but was dangerous to his career as well. Bryan moved on to teach at Peabody College in Nashville and then worked for the Works Progress Administration (WPA) Music Program on the Tennessee Music Project. Later he became the assistant state coordinator for the Tennessee State Defense Council. During both of these service positions, he called for music education improvements in Tennessee. Commenting on his work during this period, Livingston says, "Bryan was both of his time and ahead of his time... grounded in reality and yet visionary."3In Chapter 3, Livingston gives the reader a review of the "status of folk music scholarship and performance" as it existed in the 1930s.4 She takes pains to introduce the folk music researchers and musicians who influenced Bryan in his work with Appalachian folk music: Lucien L. McDowell and Flora Lassiter McDowell, George Pullen Jackson, Charles Seeger, and John Jacob Niles. These connections and friendships were to influence his awareness of Appalachian folk music and would continue for the rest of his life. By 1945 he had come to be considered an authority on folk music in his own right and his vision of this music came to encompass "the ultimate meaning in representing America itself."5Chapter 4 traces Bryan's development as a composer. It is in this chapter that Livingston begins to incorporate analyses of Bryan's most popular compositions. Her reviews of these compositions are clear and detailed without being overly theoretical. Some of the selections she analyzes include "Charlottown," "The Ballad of the Harp Weaver," and the White Spiritual Symphony. The Symphony in particular shows his respect for the folk songs he incorporated in this composition. Indeed, as Livingston points out several times, he maintained the integrity of these songs in all his compositions and performances. Chapter 4 concludes with Bryan's academic achievements: a Guggenheim Fellowship for music composition and his acceptance at Yale University to study composition under Hindemith.Livingston continues the discussion and analyses of Bryan's compositions in Chapter 5, detailing his time at Yale. His completed choral works from this period include the "Bell... (shrink)

In today's multi-ethnic classroom, multiculturalism plays an increasingly vital role. What it is, how it developed, and what it means for education, especially music education, are the questions that form the essence of this book. Music, Education, and Multiculturalism traces the growth and development of multicultural music education in the United States from its start in the early 1900s to the present, and describes the state of multicultural music education internationally. Beginning with a discussion of the philosophical foundations surrounding multiculturalism, (...) Part I addresses the various definitions of multiculturalism and its associated problems and possibilities in both education at large and music education in particular. It offers a succinct discussion of the various philosophical concepts and rationales for a multicultural approach, and concludes with current thoughts and applications in music education. Part II follows multicultural music education in the U.S. as it paralleled changes in general education brought about by social and historical events. The last chapter in this section outlines multiculturalism in music education around the world. Part III focuses on the implications of multiculturalism for music education, both in teacher training and in classroom instruction. Designed to assist music educators at all levels in understanding and implementing multicultural education, Music, Education, and Multiculturalism provides suggestions for curricular development, offers teaching strategies, and provides practical applications including materials and methodologies. Combining personal narrative and oral history with the support of primary and archival documents, this text is essential reading for all students and teachers of the history and foundations of music education and of multiculturalism in general education. (shrink)

-- vyp. 3. Pomety na knigakh o istorii, filosofii i obshchestvennoĭ mysli Rossii.

The author of Rasse, Volk, Kultur and editor of Das Deutsche in der deutschen Philosophie offers his opinions on a wide range of topics. The essence, kinds and limits of knowledge of the natural and the human sciences, and of philosophy are all "discussed" in a hundred pages. Attacks are made on pragmatism, Darwinism, atomism and behaviorism.--K. A. M.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:A History of American Music EducationSondra Wieland HoweA History of American Music Education, 3rd edition, by Michael L. Mark and Charles L. Gary. Lanham, MD: Rowman and Littlefield Education, 2007, 500 pp., $95.00 cloth, $44.95 paper.Mark and Gary's editions of A History of American Music Education are indispensable reading for every music education student, practicing professional music educator, and the general reader who is interested in the development (...) of music teaching in American public schools. Based on excellent secondary sources, this history presents an overview of music education from Colonial America, through the development of textbooks in the nineteenth century and the growth of professional organizations in the early twentieth century, to the expansion of the curriculum and the role of government in education since 1950.This third edition is written by Michael L. Mark, professor emeritus at Towson University in Maryland, and dedicated to the memory of his friend and coauthor, Charles L. Gary.1 Mark has written two other books that complement the history editions. Contemporary Music Education surveys various reform projects since the 1950s, trends in the philosophy of music education, government policies, and the development of new methods.2Music Education: Source Readings includes writings about music education from both the European and American perspectives.3 There are many recent articles and dissertations on the history of music education, but the only recent book is Terese Volk's Music, Education, and Multiculturalism, which describes school programs and materials emphasizing multiculturalism in the twentieth century from a historical perspective.4 Publications in musicology add to our knowledge of the history of music in American society, but musicologists rarely write about music in public schools. Publications on the history of education are helpful in understanding trends in music education, but these publications do not discuss music.The third edition of A History of American Music Education is expanded to 500 pages from the approximately 400 pages of the earlier editions, largely because of new formatting and [End Page 115] spacing that make the third edition easier to read. Each chapter has a reference list in APA style in contrast to the Chicago Manual style of the earlier editions, with endnotes plus a bibliography at the end of each chapter. The material in Mark's third edition is basically the same as the earlier editions, with some expansion of the history of music education after 1950.This book, based on secondary sources, is an overview of the history of music in American public schools, showing the response of education to societal needs during various historical periods. There is an emphasis on the role of national music organizations, especially MENC: The National Association for Music Education (MENC), in advocating for the importance of music for every child. The historical account includes the various justifications for teaching music and discussions of the meaning of music. There were times when music educators were interested in aesthetics, but there were also many times when they were mainly interested in a practical understanding of music and extrinsic motives for including music in the school curriculum.5The first section on "The Western Heritage" (chapters 1-3) briefly covers music in Jewish traditions through the Greek and Roman cultures because the insights of these ancient thinkers influenced all Western societies. The chapter on the Middle Ages through the Reformation shows the role of music as a practical subject, part of the quadrivium with arithmetic, geometry, and astronomy. As music became an integral part of the church, musicians developed methods of teaching note reading. Martin Luther promoted the singing of "good music" in schools and education in the vernacular for the middle classes. With the development of Italian conservatories and the patronage of music by the elite classes of the Renaissance, music training became specialized for musicians working in the church and courts. These various conflicting European opinions of the role of music in society influenced American education.The second section on "The New World" (chapters 4-5) emphasizes the use of music as a means of praising God. Spanish musicians established successful music education programs in Peru and Mexico to promote Christianity. The French brought Christianity to... (shrink)

Die Kritik der Rabbinen an Gott erweist sich keineswegs als eine Schwächung der Glaubenskraft oder gar als verhüllter Atheismus; sie weist zwar dadurch, daß sie nur bei Einzelnen auftritt und nicht eigentlich die Stimme der Gemeinde, d. h. einen sensus communis, darstellt, auf die Tatsache hin, daß es Richtungen, Spaltungen, Häresien im Rabbinismus gegeben hat - eine Tatsache, die uns auch ohnedies schon bekannt ist. Das Bemerkenswerte jedoch daran ist, daß die kritischen Elemente ertragen worden sind und das Judentum der (...) Kritik in seiner eignen Mitte standgehalten hat: die jüdische Gemeinde ist daran nicht zugrunde gegangen, ihr Glaube war stark genug, auch damit fertig zu werden. Ferner darf man diese Kritik an der Gottheit, sogar als einen Erweis lebendigen Umgangs mit ihr betrachten: Gott ist gleichsam auch der Gefährte des Menschen, nicht nur der Herr, und diese Einstellung des Rabbinismus mag als ein fast notwendiges Supplement - oder wenn man will, ein Korrelat - zur Vorstellung von der Überweltlichkeit Gottes und von seinem Getrenntsein von der Welt, wie sie sonst das Judentum bestimmt, angesehen werden. Gott als der Gefährte des Menschen begegnet uns ja auch gelegentlich im Neuen Testament: er bedarf, obschon der "Herr der Ernte", der Erntearbeiter Mt. 9,38, d. h. aber der Gehilfen; noch deutlicher bringt dies der paulinische Terminus Mitarbeiter Gottes, I. Cor. 3,9 u. ö., zum Ausdruck. Die Kritik an Gott ist gleichzeitig eine Krit i k a m Menschen. Sie betrifft ja den Schöpfer, dessen Werk in der Erschaffung des Menschen gipfele32). Jüdische Kreise, die die Schöpfung abwerten, nehmen am Geist der Zeit teil. Auch bewirken gnostische Ideen durch die Aufstellung von Mittlerwesen eine Entfernung der Gottheit von der Welt: er nimmt nicht mehr unmittelbar an ihr teil. Gottes Macht wird beschränkt durch die Hypostasierung seiner Eigenschaften. Der Anthropomorphismus, von einem Teil der Schriftgelehrten zu beheben oder zu mildern versucht, wird bei anderen umso stärker, und sie drücken darin ihren Hader mit Gott aus: er ist trotzig gegen die Bitten der Gemeinde, er verwechselt Namen und ist vergeßlich, ja er entzieht sich seinem eignen Gesetz oder den ethischen Verpflichtungen, die er selbst geboten hat. Aber wiederum, von der anderen Seite gesehen: Gott leidet mit seinem Volk, er ist ohnmächtig, demütig, weint und klagt, trauert um Stadt und Tempel, ist erlösungsbedürftig und ringt mit sich selbst um sein Erbarmen. Man könnte dies die positive Seite der rabbinischen Kritik an Gott nennen. Auf zwei große Motive läßt sich diese Kritik zurückführen : auf eine Fortführung des alttestamentlichen Dispute zwischen Gott und Menschen, wobei gleichzeitig eine Veränderung der biblischen Gottesvorstellung nach der spekulativen Seite hin erfolgt - und auf das Interesse a n der Entlastung der bedrängten Gemeinde. Es sind Motive, die in der Weiterentwicklung des Judentums unvermeidlich waren. Auch andere große Religionen haben unter dem Druck solcher Anfechtungen gestanden. Auch dem Islam und dem Christentum ist solche Kritik nicht fremd geblieben. Was den Islam betrifft, so ist Verfasser durch einen Vortrag von Hellmut Ritter im Orient-Institut Frankfurt/Main über "die Kritik an Gott bei den persischen Mystikem"33) zu vorliegender Untersuchung angeregt wor den. Wenn auch die Erscheinungswelt der islamischen, zumal der persischen Mystik von derjenigen der Rabbinen so verschieden ist wie nur möglich, da es sich dort meist um Extravaganzen des Typus des "närrischen Heiligen" handelt, der die Freiheit hat, auch die radikalsten Gedanken über die Gottheit zu äußern, ohne daß er sein praktisches Verhalten der Ergebung in Gott ändert, so haben doch b e i d e Welten das eine gemeinsam, daß es die Not ist, die hier ein entscheidendes Wort mitspricht. Im Christentum ist die Kritik an Gott lediglich verhüllter dank der Idee der Menschwerdung Gottes und der ins Dogma eingebauten Theorie vom Mittler; aber sie ist nichtsdestoweniger vorhanden und bricht in Zeiten der Krisis hervor. Schon die Theodizee, die positive Seite der Kritik an Gott, setzt voraus, daß der Mensch nicht um eine Recht-fertigung Gottes herumkommt; das aber hat wieder zur Voraussetzung, daß der Mensch Gott Vorwürfe macht. So tut es z. B. LUTHER, der "in seinen seelischen Kämpfen Gott besonders Härte und Ungerechtigkeit vorgeworfen hat"34). Diese Kritik ist zuletzt notwendige Begleiterscheinung jedes ernsthaften, sich um sich selber mühenden, nicht scholastisch erstickten Glaubens. Auch über die Kritik der Rabbinen an Gott kann schließlich kein anderes Urteil gefällt werden, als daß sie die dialektische Überwindung der Negation mittels ihrer ehrlichen Durchschreitung darstellt. (shrink)

Die „Wahl“ des jungen P. Cornelius Scipio zum Prokonsul in Spanien im Frühjahr 210 - mitten im Hannibalischen Krieg - stellt in der römischen Geschichte in mehrfacher Hinsicht eine Einmaligkeit dar: Nur hier wird eigens ein Promagistrat für einen außeritalischen Kriegsschauplatz vom Volk direkt gewählt, zudem ein Amtloser, der keinerlei Erfahrung in der Führung von Legionen hat. Zuerst ist die früheste Quelle für diesen Vorgang, Livius, auf ihren historischen Gehalt zu untersuchen (I). Die dortigen staatsrechtlichen Unwahrscheinlichkeiten empfehlen eine Analyse (...) der späteren Berichte des Silius Italicus, des Appian und des Cassius Dio/Zonaras (II). Deren Abweichungen von Livius deuten auf die Existenz einer Ursprungsversion von Scipios „Wahl“, deren inhaltliche Hauptlinien, Tendenz und sogar vermutlicher Autor sich durch einen Vergleich der Parallelberichte rekonstruieren lassen (III). Dabei hilfreich ist die Einbeziehung zweier anderer Fragmente aus Cassius Dio über Scipio, die ebenfalls auf denselben Autor zurückgehen könnten (IV). Die Entstehungsbedingungen und Motive dieser rekonstruierten Ursprungsversion werden insbesondere im Umfeld von Pompeius’ Imperien gegen die Piraten und Mithridates gesucht (V). Weiteren Aufschluß bietet auch die Klärung der Frage, welchen Rang M. Iunius Silanus, der Mitfeldherr des Scipio in Spanien, einnahm (VI). Schließlich verhilft Ciceros Verschweigen von Scipios „Wahl“ dazu, einen terminus post quem für die Verbreitung der rekonstruierten Ursprungsversion zu bestimmen (VII). (shrink)

Excerpt from Sprüche von Lazarus Der Kenner von Lazarus' Schriften wird bemerken, dass die streng-wissenschaftlichen Untersuchungen weniger berücksichtigt sind, als die mehr allgemein verständlichen Betrachtungen; ich wollte eben kein Nachschlagebuch für Studenten und Philologen, sondern ein Volksbuch schaffen, das sowohl in der Hand werkerstube, wie im Frauengemach, in der Volks bibliothek, wie im Kaufmann oder Künstlerverein gelesen und verstanden wird; daher auch in der Anordnung eine pädagogisch-gefügte Stufenfolge vom Leichten zum Schweren, vom Einfachsten zum Er habensten, vom Praktischen zum Idealen (...) und Ideellen; mit: Arbeit und Beruf und Maschine und Werkzeug fangt die Sammlung an und endet mit Religion undhumanität! - Streng Gelehrtes musste dafür geopfert werden, z. B. Die Untersuchungen über die Kongruenz zwischen Geist und Sprache (leben d. Seele II), die Erläuterung über Perception und Ap perception (ebenda), die Bemerkungen über die Ver mischung der Kuuste, die Kennzeichnung von stimmung und Verstimmung (ideale Fragen, 145) und von ver dichtung des Denkens; für dieses brachte ich nur ein Beispiel, wahrlich eine harte Selbstbeschränkung, aber der Umfang der Sammlung durfte nicht überschritten werden. Mogen diejenigen, die sich an den vorliegenden Aphorismen nicht genügen lassen, an den Urtext in den drei Bänden leben der Seele, an treu und Freie, ideale Fragen und reize des Spieles sich halten! Ausserdem schöpfte ich aus mancherlei Reden und Vorträgen, aus Ungedruck tem und noch Unbekanntem, aus neuestem, in Briefen etwa, und aus altem Halbvergessenen wie: Der Antiquar; diese eigenartige Skizze, die nichts Erfundenes und nichts Erdachtes, sondern Erlebtes und Erinnertes ver ewigt. Nur möchte ich den Leser herzlich bitten, dass er diese Sprüche nicht bloss lese, sondern denke und uber sie nachdenke; dann erst erlangen sie ihren vollen Wert. Zu dem wahren Erfolg des Gedankens thut ja der Leser selbst das Beste hinzu! Der ver gleichende Kritiker aber wird bemerken, dass viele Ausspruche mit dem Urtext nicht genau in jedem Wort übereinstimmen; hier fehlen Einleitungs dort Schlusssätze, zuweilen mitten heraus 2 3 Zeilen verbindende erläuternde Hinweise, und Auseinander setzungen gelehrter Art, u. A. M. Der Knappheit und Klarheit der Grundgedanken wegen, wagte ich es gelegentlich, dem Autor, zögernd und zaghaft, mancherlei Redaktionen vorzuschlagen und mit seinem ganz spezifischen lazarus-lächeln auf dem gütigen Antlitz nickte er bloss, und erteilte damit die erwünschte Autorisation. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

Reviewer surveys barnard's work, approves of main theses, but corrects minor points. he then reflects upon several problems raised by barnard. he relates some of herder's assertions to german proto-romanticism. points discussed are: herder's turning away from cosmopolitanism and his turning toward english literature as an expression of his francophobia, the "superiority" of the gothic style, the concepts of "kunstpoesie" and "naturpoesie", the emphasis on primitivism and the socio-political theories, the theory of language. merlan also comments on the "volk" (...) concept and its significance for historiography, and the debate between herder and kant. he concludes with a statement about the concept of "volk" and the problem of an individual's participation in history. the work reviewed is "herder's social and political thought. from enlightenment to nationalism." by f.m. barnard. oxford: clarendon press 1965. pp. xv, 189. (shrink)

To carry on reasoning in the face of the implications of skepticism is what Fred Parker calls “sceptical thinking.” Not to be confused with the engineered vacillation leading to a tranquillizing suspense of judgement, it involves the double perspective of someone conducting a life, believing and reasoning as we do, while acutely aware that the whole endeavor is, in a sense, untenable. If, as Sir Philip Sidney famously said, an imaginative writer “nothing affirms, and therefore never lieth,” then the dilemma (...) posed by skepticism might be less embarrassing for that kind of writer than for philosophers. The latter purport to offer tenets valued according to their truth, however variously defined; the former, on the other hand, create “speaking pictures,” or verbal imitations. Skeptically thinking imaginative writers can create speaking pictures of a life in which knowledge is unavailable though people must reason, believe, and act. In a famous letter Keats went so far as to deem a kind of ataraxy to be a condition of the highest art, adducing Shakespeare’s “Negative Capability... of being in uncertainties, Mysteries, doubts, without any irritable reaching after fact & reason”. Parker does not discuss the possibility that negative capability might conduce to the highest flights of literature. He is concerned with the unresolved tensions of skeptical thinking that he sees as complicating key works of literature in the Hanoverian reigns. For their authors and readers, the negativity of skepticism was “disillusioning and destabilizing” if not ameliorated by a humor like Sterne’s or an irony like Hume’s. Humor or irony arises from the oddity that skepticism is put in its place only when we give up and allow nature to reassert itself. Not heroic measures, but backgammon and making merry with friends prevail over doubt. Sometimes, when the confrontation with skepticism gives rise to the precept of following nature, skepticism can result in “a surprising confidence of assertion”. (shrink)

The article presents an approach to the formation of a decision support system in the management of energy consumption of production technological systems. Such systems allow the company to detect and respond in a timely manner to the appearance of hidden energy losses, to carry out organizational measures aimed at energy saving and to optimize the timing and scope of repair and restoration work. The approach is based on the modeling of stationary sections of energy consumption, presented in the form (...) of precedents, their accumulation and subsequent analysis in the space of influential technological parameters. In addition to the base of precedents, the system includes software modules for assessment and formation of the profile of hidden energy losses, modules of technical condition, forecast and formation of precedents. The analysis of precedents consists in the selection of similar cases of energy consumption, the formation of efficient energy consumption functions and the calculation of energy losses with its help. Hidden energy losses can be calculated in real time for all technological systems of the enterprise. This allows you to build a profile of energy losses of the enterprise. The advantage of this approach in comparison with the known ones is that it allows to adapt to technological systems with different energy sources. The article emphasizes that the method can work with the energy manager with both linear and nonlinear dependence of energy consumption on process parameters. However, the limitations of this approach are noted. Thus, the determination of latent energy losses and technical condition of the equipment requires the participation of qualified specialists of the enterprise, who must be able to analyze the results and propose measures to eliminate energy losses. (shrink)

In the last decade literature focused on a “less is more” approach has been primarily represented by clinical cases describing the excesses of an aggressive, redundant, non-personalized, and non-respectful medicine. Most of these articles focus on a “more is worse” approach and centre around the downstream negative consequences of medical overuse. Having identified a gap in the literature on the experience and practice of less, rather than the harms of excess, we carried out an exploratory qualitative study into how a (...) “less is more” approach works in practice. A hermeneutic phenomenological approach was adopted to allow us to examine the realm of lived experience as a valid data source and as a path from which to understand a “less is more” approach “from the bedside.” A Phenomenology of Practice was chosen as a more specific frame for this research because of its added focus on action and practical application in professional settings. Seventy stories written by physicians, patients, nurses, caregivers, and other health professionals have been received and analysed. These stories were gathered as part of a project called “Slow Stories” which aimed to collect clinical cases that have been positively resolved by adopting a “less is more” approach to patient care. After having conducted an in-depth analysis, separately and as a group, the researchers identified five key phenomenological themes; Time to relate is time to heal; Doing more does not mean doing better; Settings for a slow medicine; Slow care at the end of life; and Personalized vs. standardized treatment. Each of these themes offers insights into how a “less is more” approach can be used in practice and illustrates how a “less is more” strategy can play a significant role in positively resolving certain clinical cases. (shrink)

n April, 2014 I organized an International Workshop on East-West Approaches to the Nature of Mind, Consciousness and Self, in the beautiful grounds of Dartington Hall, in Devon, England to explore the edges of current understanding of ordinary and extra-ordinary conscious experience. Although Consciousness Studies is now a flourishing area of investigation, ordinary and extra-ordinary human experiences do not fit comfortably into the prevailing materialist-reductionist paradigm, suggesting the need to explore non-reductionist approaches in an open, but nevertheless rigorous way. Consciousness (...) has, of course, also been studied in the East over the millennia, but there are major cultural differences in the ways mind, consciousness and self are conceptualized and investigated in the East and in the West, making it difficult to integrate Eastern with Western ways of thought. This provided the purpose for the workshop—to gather together an invited selection of some of the best current thinkers and researchers in this cross-disciplinary area to present their work, along with a group of discussants that included equally senior, mid-career and more junior researchers from different traditions (both Eastern and Western), to explore the issues in depth, with the aim of moving closer to a more integrated, inclusive worldview. The progression of the workshop over four days broadly followed four themes: 1) how to obtain knowledge additional to that provided by the usual third-person methods of science through subjective ways of knowing and by focusing close attention on the details of ordinary experience 2) the range and significance of extraordinary experiences 3) the potentially transformative effects on the knower of engaging in such explorations, and 4) some integrative ways of thinking about what is revealed by such investigations. (shrink)

Книгу характеризует широкий охват затронутых проблем, глубина анализа, оригинальность подхода, многоаспектность освещения материала. Для специалистов.

The usual definition of (non-contextual) hidden variables is found to be too restrictive, in the sense that, according to it, even some classical systems do not admit hidden variables. A more general concept is introduced and the term “approximate hidden variables” is used for it. This new concept avoids the aforementioned problems, since all classical systems admit approximate hidden variables. Standard quantum systems do not admit approximate hidden variables, unless the corresponding Hilbert space is 2-dimensional. However, an appropriate non-standard quantum (...) system, which arises by focussing on momentum and position and neglecting the remaining observables, admits approximate hidden variables. Systems associated with JBW-algebras (resp. von Neumann algebras) and satisfying some mild conditions admit approximate hidden variables iff they are classical, that is, iff the corresponding JBW-algebra (resp. von Neumann algebra) is associative (resp. commutative). (shrink)