The continued global economic success of authoritarian China seems to underscore the need to review the reasons why democracy occurs in different societies. For decades, many believed that a growin...

This book examines the life and work of American historian Alan Brinkley, with a focus on his areas of expertise, including the critical periods of the Great Depression and World War II and their i...

When President Donald Trump honored radio host Rush Limbaugh with the Presidential Medal of Freedom during the State of the Union Address in 2020, nearly everyone knew why this was happening. A rad...

Building a framework of laws around acts of war or aggression is not easy, especially in the world of international relations, where anarchy characterizes the fundamental nature of world affairs. W...

Finding patterns in history is always useful for understanding the future. There have been many ebbs and flows throughout history that seem to indicate improvements and then periods of decline. Cur...

In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? And (...) what mechanisms are utilized to correct inappropriate behavior on the part of college and university teachers? The authors' work is based on survey results obtained from faculty members at research universities, liberal arts colleges, and two-year community, junior, and technical colleges. Braxton and Bayer's focus is on undergraduate teaching in four disciplines: biology, history, mathematics, and psychology. In their analyses, the authors examine how individual, disciplinary, and institutional differences influence professorial behavior. In contrast to the more explicitly understood and enforced rules of conduct in research, the authors find that teaching norms are informally defined and observed. They argue that a formal code of ethics for undergraduate teaching would serve the dual purpose of improving undergraduate education and elevating the status of college teaching. A groundbreaking study of contemporary academe, Faculty Misconduct in Collegiate Teaching is required reading for all university and college instructors and administrators. (shrink)

These and other examples of faculty misconduct -- and how to avoid them -- are the subject of this book.

A History of Western Philosophy and Theology is the fruit of John Frame's forty-five years of teaching philosophical subjects. No other survey of the history of Western thought offers the same invigorating blend of expositional clarity, critical insight, and biblical wisdom. The supplemental study questions, bibliographies, links to audio lectures, quotes from influential thinkers, twenty appendices, and indexed glossary make this an excellent main textbook choice for seminary- and college-level courses and for personal study. Book jacket.

Media, politicians, and the courts portray college campuses as divided over diversity and affirmative action. But what do students and faculty really think? This book uses a novel technique to elicit honest opinions from students and faculty and measure preferences for diversity in undergraduate admissions and faculty recruitment at seven major universities, breaking out attitudes by participants' race, ethnicity, gender, socio-economic status, and political partisanship. Scholarly excellence is a top priority everywhere, but the authors show that when students consider (...) individual candidates, they favor members of all traditionally underrepresented groups - by race, ethnicity, gender, and socio-economic background. Moreover, there is little evidence of polarization in the attitudes of different student groups. The book reveals that campus communities are less deeply divided than they are often portrayed to be; although affirmative action remains controversial in the abstract, there is broad support for prioritizing diversity in practice. (shrink)

War Machines: Transforming Technologies in the U.S. Military, 1920–1940, is not as broad as its title might suggest. Timothy Moy does indeed propose a broad thesis, that institutional culture plays a large, though seldom acknowledged, role in technological innovation. But he addresses only two very particular case studies of military innovation between the world wars. The longer reviews the Army Air Force's development of the technology for precision bombing; the shorter examines the U.S. Marine Corps's development of the technology for (...) amphibious assault. What primarily shaped these innovations were, in Moy's view, the particular cultures of the air force and marines and their internal politics rather than the more commonly cited technical or industrial imperatives.The book is divided into two parts, each of four chapters, plus an introduction and a conclusion . As we might expect of a study derived from a Berkeley history of science dissertation, War Machines rests on a reasonably solid research base. The two stories are told separately, however, and differ significantly in both structure and documentation. Part 1, “Precision Bombing,” alternates chapters on doctrine and technology. Chapters 2 and 4 follow the air force adoption of strategic bombing as a mission to win independence from the army. Judging by the endnotes, both chapters rest chiefly on secondary sources and are less analytical than assertive. Chapters 3 and 5 trace the air force effort to find the bombsights and bombers that its self‐chosen mission required. These chapters offer a more extensively documented and persuasive narrative than those on doctrine, although the two are not very well integrated. Part 2, “Amphibious Landing,” in contrast, integrates doctrine, training, and technology in a single narrative. It begins with the marines adopting advanced base defense and amphibious warfare to define missions that would sustain institutional independence, then follows the interaction of doctrinal evolution, training exercises, and technological development. These chapters are based much more heavily on archival research than those in Part 1.Moy is a fine writer, but he sometimes lapses into phrasemaking at the expense of explanation. Referring to the air force as a “high‐tech” organization, for instance, he claims that “the airmen's institutional self‐image as futuristic and gallant knights of the sky shaped the vision of strategic bombing they articulated and embraced. Daylight bombing grew out of this high‐tech culture” . How bombing squares with a “knights of the sky” self‐image he never explains. Nor does he ever fully address the specifics of one of his major categories, high‐tech versus low‐tech innovation. This becomes all the more troublesome when he extends the distinction by characterizing the air force as high tech, the marines as low tech. Quite apart from the anachronistic usage, this contrast tends to become more label than analysis.However well chosen Moy's cases, two seems a slender base to sustain his thesis. One feature of his argument that I find particularly problematic is the almost complete absence of internal opposition. Neither airmen nor marines spoke with one voice about the choice of a single mission to define their service. Moy mentions the advocates of pursuit aviation only in passing, for instance, and is completely silent about any dissidence among marines. This places him in the company of a long line of historians and social scientists who have studied controversies over military innovation exclusively from the viewpoint of those perceived to be on the winning side. In his conclusion Moy does briefly discuss the alternatives each service might have chosen; but however well done, it is too little and too late. (shrink)

This new, inexpensive translation of Plato's Apology of Socrates is an alternative to the 19th-century Jowett translation that students find online when they're trying to save money on books. Using the 1995 Oxford Classical Text and the commentaries of John Burnet and James Helm, I aimed to produce a 21st-century English translation that is both true to Plato's Greek and understandable to college students in introductory philosophy, political theory, and humanities courses. The book also includes a new translation (...) of the death scene from Plato's Phaedo, a short introduction, a dozen explanatory notes, advice on how to cite Plato in papers, and suggestions for further reading. Search for "Plato Armstrong" in Apple Books (epub ISBN 9781957448022) and Amazon (paperback ISBN 9781957448008, Kindle ISBN 9781957448015). (shrink)

This essay—originally a presentation at the annual conference of the Newman Association of America at Saint Anselm College in July 2011—explores Newman’svision of the residential college as the place of formation in the process of education and claims that many of Newman’s ideas, far from being out-dated, have an important place in higher education today.

Positive public perceptions of academic quality and professional ethics are critical to the long-term legitimacy of American colleges and universities. Faculty codes of conduct are one mechanism whereby the professoriate can define acceptable practice, exercise social control, and maintain public confidence in higher education, yet the drivers of their adoption are not well understood. Building upon previous research into such organizational behavior by institutional type, this study examined the prevalence and content of publicly posted faculty codes of conduct within an (...) organizational field of institutions that share a common religious identity but differ in their institutional types and employment structures. Faculty handbooks from American member institutions of the Council for Christian Colleges & Universities, an international association of faith-based institutions, were gathered and analyzed. Although only 27% of CCCU member institutions in the U.S. publicly posted faculty codes of conduct, the average number of tenets present in each code was higher than suggested by previous research. Study findings also revealed that membership category, institutional type, and employment structures influence the content of faculty codes of conduct, indicating that isomorphic pressures operate within this particular organizational field. The piece concludes by commending publicly posted codes of conduct as an affirmation of the personal responsibility, fairness, and care exercised by ethical professionals in the academy. (shrink)

These are the proceedings of the First International Conference on Compu- tional Logic (CL 2000) which was held at Imperial College in London from 24th to 28th July, 2000. The theme of the conference covered all aspects of the theory, implementation, and application of computational logic, where computational logic is to be understood broadly as the use of logic in computer science. The conference was collocated with the following events: { 6th International Conference on Rules and Objects in Databases (...) (DOOD 2000) { 10th International Workshop on Logic-based Program Synthesis and Tra- formation (LOPSTR 2000) { 10th International Conference on Inductive Logic Programming (ILP 2000). CL 2000 consisted of seven streams: { Program Development (LOPSTR 2000) { Logic Programming: Theory and Extensions { Constraints { Automated Deduction: Putting Theory into Practice { Knowledge Representation and Non-monotonic Reasoning { Database Systems (DOOD 2000) { Logic Programming: Implementations and Applications. The LOPSTR 2000 workshop constituted the program development stream and the DOOD 2000 conference constituted the database systems stream. Each stream had its own chair and program committee, which autonomously selected the papers in the area of the stream. Overall, 176 papers were submitted, of which 86 were selected to be presented at the conference and appear in these proceedings. The acceptance rate was uniform across the streams. In addition, LOPSTR 2000 accepted about 15 extended abstracts to be presented at the conference in the program development stream. (shrink)

In Praise of Philosophy and Other Essays explores Lavelle, Bergson, and Socrates and provides themes from Merleau-Ponty lectures at the Collége de France including “The Problem of Speech” and “Nature and Logos: The Human Body.”.

This book brings together the work of eleven leading international scholars to map the contribution of teaching Sisters, who provided schooling to hundreds of thousands of children, globally, from 1800 to 1950. The volume represents research that draws on several theoretical approaches and methodologies. It engages with feminist discourses, social history, oral history, visual culture, post-colonial studies and the concept of transnationalism, to provide new insights into the work of Sisters in education. Making a unique contribution to the field, chapters (...) offer an interrogation of historical sources as well as fresh interpretations of findings, challenging assumptions. Compelling narratives from the USA, Canada, New Zealand, Africa, Australia, South East Asia, France, the UK, Italy and Ireland contribute to what is a most important exploration of the contribution of the women religious by mapping and contextualizing their work. _Education, Identity and Women Religious, 1800–1950: Convents, classrooms and colleges_ will appeal to academics, researchers and postgraduate students in the fields of social history, women’s history, the history of education, Catholic education, gender studies and international education. (shrink)

With this issue we initiate the policy of expanding the scope of Tulane Studies in Philosophy to include, in addition to the work of members of the department, contributions from philosophers who have earned advanced degrees from Tulane and who are now teaching in other colleges and universities. The Editor THE LOGIC OF OUR LANGUAGE ROBERT L. ARRINGTON Wittgenstein wrote in the Tractatus that "logic is not a body of doctrine, but a mirror-image of the world. " 1 In line (...) with his suggestion that a proposition is a 'picture', Wittgenstein argued that propositions 'show' the logical structure of the real. He was insistent, however, that "the apparent logical form of a proposition need not be its real one. " 2 As a result of this we can misunderstand the structure of fact. Philosophical problems arise just when "the logic of our language is mis understood. " 3 It is common knowledge that much of this view of logic was rejected by Wittgenstein himself in the Philosophical Investi gations. There we are told that language has no ideal or sublime 4 logic which mirrors the structure of the extra-linguistic world. Consequently, inferences from the structure of language to the structure of that extra-linguistic world are invalid. Reality can be 'cut up' in any of a number of ways by language. Wittgenstein adopted a view of philosophy which would render that discipline a non-explanatory, non-critical study of the multiple ways in which language can be used. (shrink)

The essay is a written version of a talk Nakamura Yūjirō gave at the College international de philosophie in Paris in 1983. In the talk Nakamura connects the issue of common sense in his own work to that of place in Nishida Kitarō and the creative imagination in Miki Kiyoshi. He presents this connection between the notions of common sense, imagination, and place as constituting one important thread in contemporary Japanese philosophy. He begins by discussing the significance of place (...) (basho) that is being rediscovered today in response to the shortcomings of the modern Western paradigm, and discusses it in its various senses, such as ontological ground or substratum, the body, symbolic space, and linguistic or discursive topos in ancient rhetoric. He then relates this issue to the philosophy of place Nishida developed in the late 1920s, and after providing an explication of Nishida’s theory, discusses it further in light of some linguistic and psychological theories. Nakamura goes on to discuss his own interest in the notion of common sense traceable to Aristotle and its connection to the rhetorical concept of topos, and Miki’s development of the notion of the imagination in the 1930s in response to Nishida’s theory. And in doing so he ties all three—common sense, place, and imagination—together as suggestive of an alternative to the modern Cartesian standpoint of the rational subject that has constituted the traditional paradigm of the modern West. (shrink)

Collins, John Francis; Carroll, Sandra In the April 2012 edition of The Australasian Catholic Record John Duiker presented a useful overview and history of the Catholic Charismatic Renewal titled 'Spreading the Culture of Pentecost in the Midst of Disenchantment.' According to Duiker the CCR as an ecclesial movement 'has its origins in a retreat that was held at Duquesne University in Pittsburgh, Pennsylvania in the USA in February 1967.' Describing this event as a Pentecost experience Duiker writes that (...) the movement that was started by this event 'spread to other college campuses and continued to spread right across the world, and now exists in over 220 countries and has touched the lives of over 120 million Catholics.' Duiker's article draws on Charles Taylor's thesis that our post-enlightenment Western culture has been emptied-out of the idea of God's providence leading to 'a diminishing of the necessity of grace and a fading of the sense of mystery.' Duiker then presents a case for CCR being recognised 'as an example for the re-enchantment of a post-Enlightenment secular world.'. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Remembering Lewis E. HahnGeorge C. H. Sun, President, John Howie, Professor Emeritus, Thomas Alexander, Professor and Director of Graduate Studies, Kenneth W. Stikkers, Professor and Chair, Randall Auxier, Professor, Robert Hahn, Professor, Joseph Wu, Professor Emeritus, Elizabeth R. Eames, Professor Emeritus, Martin Lu, Professor of Philosophy, George Kimball Plochmann, Professor Emeritus, Matt Sronkoski, Philosophy Graduate and Academic Adviser, Dave Clarke, Professor Emeritus, Eugenie Gatens-Robinson, Professor Emerita, Hans H. (...) Rudnick, Professor Emeritus, Stephen Bickham, Professor EmeritusPresident, and Don Mikula (bio)The following testimonials were offered on the occasion of a memorial gathering for Dr. Lewis E. Hahn held on February 19, 2005, and were compiled for presentation here by Sharon (Hahn) Crowell.A Tribute to Dr. Lewis E. Hahn (1908-2004) from a Global PerspectiveGeorge C. H. Sun President, Thomé H. Fang Institute, Inc., Mobile, AlabamaAmong the philosophical community in both the East and the West, no word of introduction is needed for our beloved Master, who was the recipient of numerous distinctions and honors, with titles that included "Man of the Year in Philosophy" and "Award of Lifetime Achievement." The very name "Lewis E. Hahn" itself already stands now for genuineness, dedication, and fulfillment.A great work is a dialogue with eternity; a great person is such a work. In less than thirty years he succeeded in developing Carbondale from what had been a small college town in the Midwest into the Mecca of American philosophy. His most important achievements were the Dewey Center and the Pepper Archives that he helped install at SIUC These, among other such institutions, will remain a unique contribution, a glory of American philosophy, and a monument in the history of human thought.For posterity Lewis E. Hahn will remain an object of wonder and amazement. How is it possible for one human being to have accomplished so much, so well, and in so short a span of time—less than one century—in breadth, depth, and diversity? Some one hundred years ago, by bridging the gap between the New World and the Old, William James was hailed as the great genius of international friendship among philosophical thinkers, but we now find a greater genius in Lewis E. Hahn, who succeeded in bringing together the peoples of East and West from at least four continents: Europe, Australia, America (both North and Latin America), and Asia. To my knowledge, few of his predecessors and contemporaries have been half so widely read and liberal-minded as he was, in view of the range and scope of the Library of Living Philosophers that he helped continue after the passing of its founder, Dr. Paul A. Schilpp.What type of man was Hahn, our younger generation will wonder? Only a pluralist approach can help us understand the true character of such a legendary pluralist-contextualist. In short, he was "a full personality." As I recall, while working on my dissertation with him in the 1970s, we had a brief discussion on Confucius, the sage of ancient China. "A full personality!" was his laconic assessment. Suddenly I realized, to quote the Analects: "The Master is talking about himself!" For, as the Buddhists put it, only a Buddha can understand a Buddha. Or, as William James put it, only one who has philosophy can appreciate philosophy. Many friends [End Page 1] of my generation admire him so much; Te Chen of Hong Kong calls him "a great Confucian in America." Those who regret the loss of many precious Confucian virtues in China today have now rediscovered them in the person of Lewis E. Hahn! If Nietzsche called Kant "a great Chinese in Königsberg," it is simply because he had not encountered our own Master.A paradigm of academic leadership, Dr. Hahn is simply irreplaceable—this is a tribute I personally heard in Carbondale in the late 1960s. It is not an exaggeration to say that he was a superb administrator, and he could have been the best Secretary of the State we ever had, for he possessed more in the way of philosophical wisdom than all his predecessors put together! As a great teacher, he was no less "serene, good, learned, wise, and ardent" than... (shrink)

In 1978 and 1979, while a visiting fellow at Cambridge University, Orlando Patterson engaged in a number of conversations about slavery with Cambridge ancient historian M. I. Finley. Both men were at the time writing influential books on slavery that would mark important benchmarks in their careers and defined two approaches to the study of slavery, one fading in significance, the other introducing a comparative approach to the institution more focused on dynamics of power and social alienation. At the end (...) of 1978, Finley delivered at the Collège de France four lectures that summarized his thinking on the topic over more than thirty years; two years later they appeared in print under the title Ancient Slavery and Modern Ideology. In 1982 Patterson published Slavery and Social Death, a ground-breaking study that to this day remains unparalleled in its attempt to establish a globally valid definition of slavery applicable to some sixty-six slave-owning societies across three millennia. This article explores the intersection of these two works, the intellectual currents of the times in which they were produced, and the influence each exerted on the study of slavery in subsequent decades, as models and paradigms of two approaches to understanding the significance of the institution. (shrink)