Presents the game-changing power of citizenship in sports, including what it is, what can happen when players are or are not good citizens, and how it can affect individuals.

Demonstrates the game-changing power of perseverance. Through action-filled stories, captivating spreads, and a character-building quiz, readers will consider their own character and be encouraged to take it to the next level.

Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses. The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online (...) were most effective when restricted to compliance-based instructional contents. Overall, hybrid courses were found to be most effective, suggesting that ethics courses are best delivered using a blend of formats and content areas. Implications and recommendations for future development of ethics education courses in the sciences are discussed. (shrink)

This article offers a reading of the philosophies of Emmanuel Levinas and Theravada Buddhism across and through their differences in order to rethink an education that is committed to ‘negative capability’ and the sensibility to uncertainty that this entails. In fleshing this out, I first explore Buddhist ideas of impermanence, suffering and non-self, known as the three marks of existence, from the perspective of Theravada Buddhism. I explore in particular vipassana meditation's insistence on openness to the transient nature of experience (...) and self, and the notion of ‘encounter’ that is implied therein. I then interweave this with Levinas's notion of an ethics of alterity. I argue that taken in tandem, both provide the condition through which another kind of ethical sensibility can be developed—that is, one that is attuned to our encounters with the world. In conclusion, the article reflects on how this sensibility as ‘negative capability’ can re-inform an ethics of educational practices, which are by nature themselves necessarily involved with change and uncertainty. (shrink)

PART ONE ALEXANDER OF APHRODISIAS— AN INTRODUCTION A study of a work by Alexander of Aphrodisias must be prefaced by some general introduction to the author ...

This article explores the pedagogical, transformative aspects of education as a relation, viewing such transformation as occurring in the liminal space between body and spirit. In order to explore this liminal space more thoroughly, the article first outlines a case for why liminality is of educational and not only of pedagogical concern, building on James Conroy's notion of the liminal imagination and his emphasis on the importance of metaphor for calling our attention to the ontological spaces that make up educational (...) practice. I then use this metaphor both substantively and methodologically, offering a reading of Clarice Lispector's novel The Stream of Life as a performance of the liminal imagination in its attempt to put into focus the embodied and transcendent aspects of becoming, both of which I see as central to defining what is pedagogical about human existence. The article then turns to developing how different metaphors may be mobilised to signify the particularly relational quality of becoming, drawing on Luce Irigaray's work to explore more closely the corporeal and spiritual aspects of becoming in relation. I then turn my attention to a more fulsome discussion of the significance of approaching pedagogical relationships in education in this way and what this signifies for the teacher-student encounter in particular. (shrink)

To deal with reactive sequential decision tasks we present a learning model which is a hybrid connectionist model consisting of both localist and distributed representations based on the two level approach proposed in..

At some time around 200 A.D., the Stoic philosopher and teacher Cleomedes delivered a set of lectures on elementary astronomy as part of a complete introduction to Stoicism for his students. The result was _The Heavens, _the only work by a professional Stoic teacher to survive intact from the first two centuries A.D., and a rare example of the interaction between science and philosophy in late antiquity. This volume contains a clear and idiomatic English translation—the first ever—of _The Heavens, _along (...) with an informative introduction, detailed notes, and technical diagrams. This important work will now be accessible to specialists in both ancient philosophy and science and to readers interested in the history of astronomy and cosmology but with no knowledge of ancient Greek. (shrink)

Teachers are often placed in a space of tensionbetween responding to students as persons andresponding to students through theirinstitutionally-defined roles. Particularlywith respect to eros, which has becomeincreasingly the subject of strictinstitutional legislation and regulation,teachers have little recourse to a language ofresponsibility outside an institutional frame. By studying the significance of communicativeambiguity for responsibility, this paperexplores what is ethically at stake forteachers in erotic forms of communication. Specifically, it is Levinas's own ambiguousunderstanding of the ethical significance oferos, and what we have (...) to learn from it, thatoffers a way of reading the place of eros inresponsibility. I conclude my discussion withsome thoughts on what a renewed understandingof responsibility might mean at the personaland institutional levels. (shrink)

A cosmopolitan ethic invites both an appreciation of the rich diversity of values, traditions and ways of life and a commitment to broad, universal principles of human rights that can secure the flourishing of that diversity. Despite the tension between universalism and particularism inherent in this outlook, it has received much recent attention in education. I focus here on one of the dilemmas to be faced in taking cosmopolitanism seriously, namely, the difficulty of judging what is just in the context (...) of an increasingly divergent public—and classroom—discourse about values, rights and equality. I propose in what follows that judgement cannot rely on any script, even one as attractive, perhaps, as cosmopolitanism. To explore what is at stake in making judgements in an educational context, I draw on both Hannah Arendt's and Emmanuel Levinas's notions of judgement and thinking. The paper discusses the educational significance of thought and judgement as conditions for reframing the universalism–particularism problem found in a cosmopolitan ethic. My argument is that there is a world of difference between educating for cosmopolitanism, which entails a faith in principles, and ‘thinking cosmopolitan’, which entails a hope in justice for my neighbours. (shrink)

This volume takes two different, albeit intertwined approaches. The first concerns a reformulation of aesthetics in education—one which highlights the sensory dimensions of educational experience. The second concerns a turn to the body and the senses as that which is deeply involved in practices of teaching and learning.

The starting-point of this paper is one of the most disastrous pieces of advocacy in modern legal history. In October 1960, Penguin Books were prosecuted under Section 2 of the 1959 Obscene Publications Act for publishing an unexpurgated edition ofLady Chatterley's Lover.On the first day of the trial, Mr. Mervyn Griffith-Jones, Senior Treasury Counsel, did his best to wreck his case on the strength of one remark. He had previously tried to show that he was himself a man of the (...) world: ‘Let me emphasize this on behalf of the prosecution: do not approach this matter in any priggish, high-minded, super-correct, mid-Victorian manner’. He now proceeded to work this out in practice: ‘Would you approve of your young sons, young daughters—because girls can read as well as boys—reading this book? Is it a book that you would have lying around in your own house? Is it even a book that you would wish your wife or your servants to read?’. (shrink)

As Christians, we are called to think about the fundamental values that shape and guide our economic behavior and the economic structures of our society. This article focuses on the ways in which the problem of predatory lending, or usury, allows us to examine our most basic Christian values and principles and think about how they might serve as a moral foundation for reshaping our economic structures and transactions.

This paper sets out to reimagine education through a cultural perspective and explores education as a performative practice that establishes certain borders of ‘public’ belonging. Wide-spread debates about the public dimension of schools and universities have focused on how economic rationales need to be replaced with alternative visions of education. This paper seeks to contribute to this revisioning of the public in education by reclaiming education as a specifically cultural endeavour, one tied to practices that are at once both performative (...) and aesthetic. To this end, I draw on theoretical notions of publicity that highlight its performative character. I then offer a reading of a socially engaged art project in order to suggest ways in which this performative character of publicity can be seen to be educational. This paper argues that education itself emerges through various cultural enactments that delineate the contours of who counts as a public and who does not. (shrink)

E.R. Dodds’ 1959 edition of Plato’s Gorgias is a conventional treatment of this dialogue, aimed at audiences interested in close study of the text. Dodds himself regretted this outcome. He felt he had lost sight of an earlier goal, formulated at a time of political turmoil on the eve of WorldWar II, of using the Gorgias to bring out ‘both the resemblance and the difference between Plato’s situation and that of the intellectual today’. The present paper attempts to reconstruct that (...) goal, as it survives residually in his edition, surfaces in his The Greeks and the Irrational, and appears in some writings from the 1930s, particularly in unpublished lectures. Dodds did frequently juxtapose ancient and modern conceptions of the intellectual, and in a way that cast Plato in a positive light, as someone politically engaged and self-critical, and acutely sensitive, as Dodds himself was, to the political implications of social psychology. (shrink)

Do the artists intentions have anything to do with the making and appreciation of works of art? In Art and Intention, Paisley Livingston develops a broad and balanced perspective on perennial disputes between intentionalists and anti-intentionalists in philosophical aesthetics and critical theory. He surveys and assesses a wide range of rival assumptions about the nature of intentions and the status of intentionalist psychology. With detailed reference to examples from diverse media, art forms, and traditions, he demonstrates that insights into the (...) multiple functions of intentions have important implications for our understand- ing of artistic creation and authorship, the ontology of art, conceptions of texts, works, and versions, basic issues pertaining to the nature of fiction and fictional truth, and the theory of art interpretation and appreciation. Livingston argues that neither the inspirationist nor rationalistic con- ceptions can capture the blending of deliberate and intentional, sponta- neous, and unintentional processes in the creation of art. Texts, works, and artistic structures and performances cannot be adequately individ- uated in the absence of a recognition of the relevant makers intentions. The distinction between complete and incomplete works receives an action-theoretic analysis that makes possible an elucidation of several different senses of fragment in critical discourse. Livingston develops an account of authorship, contending that the recognition of intentions is in fact crucial to our understanding of diverse forms of collective art-making. An artists short-term intentions and long-term plans and policies interact in complex ways in the emergence of an artistic oeuvre, and our uptake of such attitudes makes an important difference to our appreciation of the relations between items belonging to a single life-work. The intentionalism Livingston advocates is, however, a partial one, and accommodates a number of important anti-intentionalist contentions. Intentions are fallible, and works of art, like other artefacts, can be put to a bewildering diversity of uses. Yet some important aspects of arts meaning and value are linked to the artists aims and activities. (shrink)

Herodotus tells us in book vii, ch. 220, that the Pythian priestess gave the Spartans a warning couched in hexameters, of which the second line begins ἢ μγα στυ ρικυδς. To this text the admirable commentary of How and Wells takes exception in the following note: ‘The synizesis στυ ρικυδς is intolerable. Read δμ' ρικυδς, στυ being a gloss, H. Richards, Cl. Rev. xix. 345.’ Doubtless this union of vowels is harder than that of υω in ρινων or in γενων (...) and δυωδεκμηνον, accepted by Christ in his edition of Pindar . Let us grant that from the point of view of elegance it is even intolerable; the question still remains, should the line be altered? (shrink)

This book is the second volume of a critical edition of the writings of Thomas Reid, an edition that will include many of his manuscript remains as well as his previously published works. These volumes are intended to displace the heretofore standard 8th edition of Reid’s works edited by Sir William Hamilton. Hamilton’s edition is marred by his numerous, often intrusive, and obtuse footnotes. Reid’s spelling and punctuation were also sometimes “corrected” by Hamilton, so his edition does not present a (...) fully accurate version of the original editions whose publication was superintended by Reid. The type in the Hamilton edition is also archaic and very small, making reading the text excessively difficult. The present and subsequent volumes are intended to present canonical texts free of the flaws in the Hamilton text. This volume succeeds admirably in that project. (shrink)

Abstract:Unable to produce scales of one-to-one in places or spaces, people interact as they develop common representations, actions, and objects. In places, they can point to connect representations and objects. Places may be small spaces, but spaces can contain places and even more variations. Unable to name each variation, actors and analysts create abstractions. They might use a part to represent the whole, with miles of track for railroads, kilowatt-hours for electric power, and barrels of oil for energy. Some treat (...) their representations as hegemonic, even true. However, dealing with social and material variations, actors and analysts represent, build, maintain, and repair combinations of cultures, economies, governments, and materials. Thus, railroads and power systems, like other technologies and infrastructures, do not design, build, or repair themselves. To resolve problems, people with relevant skillsets interact in places to create common representations, actions, and objects tying themselves and others together in spaces. (shrink)

Philosophers have long been interested in the various similarities and differences between perception and imagination. One of the most interesting purported differences is the relationship that attention bears to each. Colin McGinn (2004), especially, has provided a comprehensive discussion of these relations, pointing out that imagery, unlike perceptual experiences (percepts), essentially requires attention, presents no equivalent of the visual field for attention to explore, lacks saturation, and cannot provide new information about what is imagined. Moreover, McGinn and others have also (...) maintained that images, like percepts, are transparent. In this paper I will examine all of these claims, arguing first that there are few good reasons to accept the differences between imagery and perceptual experiences in respect of the role that attention is supposed to play in each, and secondly, that in any case the transparency claim is in tension with the other claims made about imagery. I conclude that the most salient difference between imagination and perception consists in the non-attributive phenomenology of the former. Finally, I turn briefly to some implications of this characteristic of imagining for the nature of pictorial depiction, arguing against the plausibility of accounts that attempt to explain it by appealing to the imagination. (shrink)

© The Author 2017. Published by Oxford University Press on behalf of The Analysis Trust. All rights reserved. For Permissions, please email: [email protected] largely upon a series of previously published papers, this book tackles a diverse range of topics – including the nature of practical reasons, impartiality, personhood, the phenomenal content of moral experience, and the notions of glory and beauty in ethics – that are unified by an overarching commitment to an anti-systematic approach to normative ethics. The presiding influences (...) here are Bernard Williams and Wittgenstein, and, in certain respects, Kant, and the overall view is a kind of realist virtue ethics. Chappell’s method is frequently broad and illustrative, rather than detailed and argumentative, and rich in theological and literary allusions. The price to be paid for the considerable insight and breadth is a lack of neatness and clarity in some of the discussion, but Chappell’s main... (shrink)

This book will be received ill-naturedly by those who think that a book with such a title ought, mainly anyway, to consist of critical exegesis of the work of its philosophical heroes and/or villains on the “central themes” which Professor Bennett selects for his attention. Such readers are likely to feel that when Bennett attributes this or that view, error, or insight to one of the protagonists, he ought usually t o put the man's name in quotation marks. But such (...) a reaction to this book would be at least churlish, for Bennett explicitly eschews both historical concerns and scholarship except in the limited sense that he sometimes pays close attention to textual details. (shrink)

ABSTRACT: Amongst inanimate objects, it is generally accepted that at least some art forms, such as music and painting, are capable of being genuinely expressive of emotion, even though it is difficult to understand exactly how. In contrast, although expressive properties can be attributed to non-artworks, such as natural objects or wine, it has often been claimed that such objects cannot be genuinely expressive. Focussing on wine, I argue that once we understand properly the nature of expressiveness, if we allow (...) that music can be expressive there is no good reason to withold the ability to be genuinely expressive from wine. (shrink)