Somites are transient structures which represent the most overt segmental feature of the vertebrate embryo. The strict temporal regulation of somitogenesis is of critical developmental importance since many segmental structures adopt a periodicity based on that of the somites. Until recently, the mechanisms underlying the periodicity of somitogenesis were largely unknown. Based on the oscillations of c-hairy1 and lunatic fringe RNA, we now have evidence for an intrinsic segmentation clock in presomitic cells. Translation of this temporal periodicity into a spatial (...) periodicity, through somite formation, requires Notch signaling. While the Hox genes are certainly involved, it remains unknown how the metameric vertebrate axis becomes regionalized along the antero–posterior (AP) dimension into the occipital, cervical, thoracic, lumbar, and sacral domains. We discuss the implications of cell division as a clock mechanism underlying the regionalization of somites and their derivatives along the AP axis. Possible links between the segmentation clock and axial regionalization are also discussed. BioEssays 22:72–83, 2000. ©2000 John Wiley & Sons, Inc. (shrink)

Decision-making depends on bringing evidence together with values: decision theory for example employs probabilities and utilities; health economic decisions employ measures such as quality of life. The hypothesis guiding this chapter is that bringing evidence together with values in clinical decision-making requires an exercise of phronesis. Our aim however is not to justify our guiding hypothesis. It is rather to outline an account of phronesis that is in principle fit for the purposes of clinical decision-making if our guiding hypothesis is (...) correct. The chapter has three sections. Section 1 describes the growing gap between evidence and values in clinical decision-making: the missing link, we suggest, required to bridge this gap, is an appropriate account of phronesis. Section 2 provides an initial characterisation of the required account of phronesis via Michael Polanyi’s twin stipulation on the nature of tacit knowledge. Section 3 then fills out the required account using John McDowell’s characterisation of phronesis as a situation specific but at the same time conceptually structured form of practical discernment. A McDowellian account of phronesis, we argue, in satisfying Polanyi’s twin stipulation, provides an in-principle bridge between evidence and values. We conclude with a note on some of the further requirements if the gap is to be bridged not only in principle but in practice too. (shrink)

This chapter introduces the edited volume, The Oxford Handbook of Philosophy and Psychiatry. Published in 2013, the centenary of Karl Jaspers' General Psychopathology, the chapter draws lessons from the last hundred years for the coming century. No predictions are made. Instead, five 'conditions for flourishing' are set out: 1) Particular Problems - the importance of focussing on well-defined particular problems rather than general theory building, 2) Product- orientation - remaining always responsibly product oriented in the specific sense that both sides (...) put in the work necessary to 'go deep' with each other's fields, 3) Partnership - working in partnerships of one kind or another, 4) Process - constant reflection on process based on peer review but leaving scope for the occasional rogue voice to cut innovatively against the grain, and 5) Q - a condition of a different kind, Q is an empirically derived measure of the balance between in-group cohesion and out-group openness required to support creativity. Illustrations are given of how these five conditions for flourishing have underpinned the rapid expansion of philosophy and psychiatry in the closing decades of the twentieth century, and, correspondingly, are also reflected in the Handbook as a whole. Overviews and commentaries on individual contributions to the Handbook are given in extended editorial introductions to each of its eight sections. (shrink)

This section concerns the question of how best to understand the scientific status of mental health care in general and psychiatry in particular. On the assumption that psychiatry is based, in part at least, on natural science, what is the nature or the general shape of that science? Some of the chapters aim at shedding light on component parts of a scientific world view: causation, explanation, natural kinds, models of medicine, etc. Others concern potentially fruitful scientific approaches to mental health (...) care, drawing on brain imaging results, phenomenology, enactivism and what can be learnt from debate of the status of psychoanalysis. One overall lesson is that twenty-first-century psychiatry needs twenty-first-century philosophy of science. (shrink)

At first glance, Aristotle’s Politics is a repository of dry, professorial lecture notes. Although the work contains the occasional literary reference or historical digression, analysis, argumentation, and socio-political taxonomies predominate. Beneath the surface of such prose, Pangle locates an Aristotle who seeks to involve the reader in dialogical exchange—much like as in a Platonic dialogue—by means of dialectical, rhetorical and literary devices. Pangle—a student of the political theorist Leo Strauss, a translator of Plato, Aristophanes and Sophocles, and the author of (...) books on modern political theorists such as Montesquieu, Locke, and the Federalist Papers—has written a study of the Politics informed not only by a close reading of the text, but also its relationship to modern republicanism, and the conflict between rationalism and religion. A previously published introduction presents what Pangle takes to be Aristotle’s rhetorical strategy in the Politics; it is followed by chapters organized around individual books in the Politics (a chapter each for Politics I, II, and III, and consolidated chapters for Politics IV-VI and VII-VIII—the last of which had been previously published in part). The text is followed by almost 50 pages of notes, notes in which Aquinas is cited as frequently (and sometimes more frequently) than contemporary Aristotle scholars like P. Simpson, R. Kraut, and E. Schütrumpf and Alfarabi is cited more frequently than F. Miller (although by far the most frequently cited authorities are the 19th century scholars F. Susemihl, R.D. Hicks, and above all, W. Newman). The book is clearly a mature work of scholarship, informed by extended reflection on Aristotle’s Politics and the subsequent western tradition of political theory and philological commentary which has responded to it. (shrink)

Though lobbying for federal money may seem like business as usual today–with billions of dollars spent annually by companies, labor unions, and other organizations in an effort to win a piece of what has become an enormous federal pie–this was not always the case in the United States. An all-but-forgotten event, the Harrisburg Convention of 1827, may have been one of the key historical turning points in this regard, an opening of a floodgate that would transform the role of the (...) U.S. federal government forever. It was in the modest Pennsylvania capital that a hundred of the North’s most influential manufacturers and public servants–backed by legislators like Henry Clay and Daniel Webster–assembled to draft a “memorial” to Congress, imploring that body to pass a protectionist bill to save their industries from what they viewed as eventual ruin. As Jonathan J. Pincus observed and Thornton and Ekelund echoed, “it is not small cohesive individual groups but larger diverse ones that are necessary in order to effectively lobby representatives and senators to obtain majority coalitions” in comprehensive legislation. The convention would bring together this “larger diverse” group—with just such a legislative goal. Meanwhile, mostly in the South, anti-protectionist opinion continued to surge. The Harrisburg Convention of 1827 would lead to the passage of that most hated piece of protectionist legislation—the “Tariff of Abominations” of 1828–and it would do so by framing the protectionist agenda into a nationalist “cause” borne of “patriotic duty.”. (shrink)

This article is a response to the proposal, made by Thornton elsewhere in this special issue of PPP, that the "space of reasons" (as defined by the work particularly of Sellars and McDowell) might contain the conceptual resources for naturalizing biological function statements without reducing their ostensibly teleological meanings to the "space of causes". I agree with Thornton, (1) that ordinary reductive naturalism (as in Wakefield's work) is unable to mark the key distinction between a functional system's function(s) (...) and its other properties, and (2) that his proposed non-reductive naturalism (or neo-naturalism) is able to mark this distinction. I disagree with him, though, that neo-naturalism is value-free. The space of reasons certainly contains much that is important for psychopathology (meanings, notably). I argue, though, against Thornton, that neo-naturalism is able to define functions only because the "space of reasons" smuggles into the language of biology an evaluative element of meaning, deeply hidden but still logically operative, in the teleological sense in which biological functions are explanatory. In the final section of the paper, I set Thornton's proposal in a wider historical perspective. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 10.4 (2003) 295 [Access article in PDF] Agency, Narrative, and Self:A Philosophical Case Conference John Z. Sadler and K. W. M. Fulford This issue of PPP features our second "philosophical case conference," which addresses three important and interrelated concepts in the philosophy of psychiatry. Our first philosophical case conference (Philosophy, Psychiatry, and Psychology Volume 5, Number 2, 1998) featured detailed case material concerning the manifold (...) issues involved in psychiatric euthanasia. For this issue, guest edited by J. Melvin Woody, the rich cases supplied by Lloyd Wells provide the foundation for a discussion of narrative accounts of the self and what it means to be an agent.Philosophical case conferences are an occasional feature of PPP, and develop topics to satisfy one or more criteria: to provide discussions that are important to clinical practice or research, to embed current or perennial philosophical debates in the nitty gritty of clinical practice and personal experience, and/or to provide a clinical testing ground for new conceptual developments relevant to the philosophy of psychiatry.The format for this issue involves four feature articles, the first by Wells, presenting detailed case material of several patients, followed by discussions (by Kennett & Matthews, Phillips, and Woody) inspired by, or addressing explicitly, the philosophical questions implied in such cases. Following these four feature articles, a panel of commentators (Glas, Hardcastle, Radden, Thornton, Weiner, Woodbridge) respond to the four feature articles as they wish, providing the variations on the agency, narrative, and self themes. We think you will find this issue of PPP to be a fine example of what the philosophy of psychiatry can do, and we give our abundant thanks to Mel Woody for putting this issue together.... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Musician and Teacher: An Orientation to Music EducationBrent GaultPatricia Shehan Campbell (with chapters contributed by Steven M. Demorest and Steven J. Morrison), Musician and Teacher: An Orientation to Music Education (New York, NY: W. W. Norton and Company, 2008)If one were to review the course content of undergraduate music education programs at various colleges and universities, an "Introduction to Music Education" or "Foundations of Music Education" course would (...) most likely be included. This course often serves a variety of functions for a given program. It can provide students with an overview of the various instructional settings found in the music education profession and introduce theoretical information regarding student development and learning. Foundation courses often review historical and philosophical information, allow students to develop their own justifications regarding why music should be part of a school program, and present information regarding practical issues in the music teaching profession including assessment, planning for instruction, use of technology, and working with diverse learning situations.Because the curricular content within given foundation courses can be quite varied, finding a text that is broad enough to cover the myriad of topics that might be addressed in this type of course yet detailed enough to make each topic meaningful is a true challenge. While no single text can truly meet all needs [End Page 213] that are unique to each instructional setting, Patricia Shehan Campbell's Musician and Teacher: An Orientation to Music Education is an example of a text that succeeds in both providing a broad view of the music education profession while also presenting specific and meaningful information related to each topic addressed within its pages.One of the unique aspects of this book is Campbell's attempt throughout the text to discuss music education from personal, theoretical, and global perspectives. Many of the chapters utilize case descriptions of music education students and practicing teachers to highlight the theoretical ideas discussed in the text. In addition, Campbell relates learning theories and instructional approaches not only to instructional settings within the United States but throughout the world so that the reader can see both similarities and differences in how music is experienced in each setting.The first six chapters of the text deal with general principles related to the music education profession. An opening chapter sets the stage by discussing the decision to become a music educator, relating this decision to the personal stories of five individuals, and describing the qualities that can lead to a successful career in music education. The second chapter, "Great Minds on Music Education," provides an overview of the philosophical arguments for music education. Campbell uses this chapter to relay the ideas of perennial figures commonly identified with music education philosophy including John Blacking, Christopher Small, Bennett Reimer, Keith Swanwick, David Elliott, and Estelle Jorgensen, and adds to this a description of the views of political leaders, scholars, and thinkers throughout the world. In addition to discussing the views of Plato, Aristotle, Boethius, and Lowell Mason, Campbell also includes the ideas of Hildegard von Bingen, Akbar the Great (India), Chulalongkorn (Thailand), and Nelson Mandela to provide a richer portrait of how members of cultural communities throughout the world experience and value music.Continuing with this global perspective, Campbell uses the third chapter to discuss the ways that communities transmit music via formal, nonformal, and natural learning. These three ways of transmitting knowledge are similar to the ideas she described related to Bateson (Learning I, II, and III) and Merriam (enculturation, training, and schooling) in Lessons from the World. 11 After defining these approaches to learning, Campbell describes several learning contexts both past (Medieval Europe) and present (West Africa) to illustrate how formal, nonformal, and/or natural learning is utilized. The cross cultural comparison continues in Chapter Four, as Campbell describes various systems of music education in Africa, Asia, Australia, Europe, North America, and South America to illustrate similarities and differences related to standards for education, goals for instruction, and allotment of instructional time and resources.After providing this global view related to approaches to learning and systems [End Page 214] of instruction, the fifth chapter attempts to personalize music education through vignettes of music programs... (shrink)

Many on the left lament an apathy or amnesia toward recent acts of war. Particularly during the George W. Bush administration's invasion of Iraq, opposition to war seemed to lack the heat and potency of the 1960s and 1970s, giving the impression that passionate dissent was all but dead. Through an analysis of three politically engaged works of art, Rosalyn Deutsche argues against this melancholic attitude, confirming the power of contemporary art to criticize subjectivity as well as war. Deutsche selects (...) three videos centered on the deployment of the atomic bomb: Krzysztof Wodiczko's _Hiroshima Projection_ (1999), made after the first Gulf War; Silvia Kolbowski's _After Hiroshima mon amour_ (2005-2008); and Leslie Thornton's _Let Me Count the Ways_ (2004-2008), which followed the U.S. invasion of Iraq. Each of these works confronts the ethical task of addressing historical disaster, and each explores the intersection of past and present wars. These artworks profoundly contribute to the discourse of war resistance, illuminating the complex dynamics of viewing and interpretation. Deutsche employs feminist and psychoanalytic approaches in her study, questioning both the role of totalizing images in the production of warlike subjects and the fantasies that perpetuate, especially among the left, traditional notions of political dissent. She ultimately reveals the passive collusion between leftist critique and dominant discourse in which personal dimensions of war are denied. (shrink)

W E Andersen; Education and the Ethical Concept of a Person or Willie, and the Redoubtable Mr. Chips, Journal of Philosophy of Education, Volume 2, Issue 1, 30.

A non-epistemological history of historical epistemology Content Type Journal Article DOI 10.1007/s11016-010-9501-5 Authors W. R. Albury, School of Humanities, University of New England, Armidale, NSW 2351, Australia Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

Royce's Argument for the Absolute w.j. MANDER IN 188 5 IN THE PENULTIMATE CHAPTER of his first book, The Religious Aspect of Philosophy, Josiah Royce put forward an argument for Absolute Idealism based on the possibility of error. He considered the argument a most important one and returned to it on numerous occasions after that, slightly recasting it each time,' but never, he later claimed, really leaving it behind. Nor was he alone in his opinion of it; well received by (...) his contemporaries, such as William James, the argument did much to establish the young Royce's reputation. 9 Like the Absolute Idealism which it was designed to support, Royce's once- famous argument is now largely forgotten, yet there is no real justification for this save fashion, for it deals in a fresh and imaginative way with a subject matter still very much discussed in the literature. The purpose of this study is to recon- sider Royce's argument and to assess its validity. I shall examine it in some detail below, but first let me give a very brief summary of Royce's case keeping as close as possible to his own original presentation of it. The argument occurs in the following places, references to which will be abbreviated by the letters in brackets: The Religious Aspect of Philosophy , Chap. XI; The spirit of Modern Philosophy , Ch. XI; "The Implications of self-Consciousness," reprinted in his Studies.. (shrink)