In this radical reinterpretation of Aristotle's Metaphysics, Walter E. Wehrle demonstrates that developmental theories of Aristotle are based on a faulty assumption: that the fifth chapter of Categories is an early theory of metaphysics that Aristotle later abandoned.

Although there are suggestions that the environmental attitudes of men and of women differ, there have been few studies that study and evaluate these differences at the workplace. Given the claim of Ecofeminist writers about the environmental superiority of women's environmental attitudes, and the proclaimed need of business to change attitudes and behaviour with regard to the environment, this is a surprise. The paper is based on 1022 (37% from women) questionnaires which were collected in a U.K. pharmaceutical company, and (...) it compares the empirical results with environmental attitude archetypes, such as those prescribed by O'Riordan. However, the attitude clusters that were found do not correspond greatly with such theoretical modes of environmental ethics. Instead, it appears that women were more likely to be actively involved in environmental behaviour, and showed greater scepticism towards the role of technology in the search for solutions to environmental problems. In addition, men sought to a much greater extent a consistency between an environmental rationality and their behaviour. Men's attitudes were also much more influenced by their position in the organisational hierarchy. There were few significant differences across age groups. (shrink)

This essay addresses the question: given the flattening out of the cultural hierarchy that was the vestige of colonialism and nation-building, is there anything that might be uniquely common about the common school in this postmodern age? By ‘uniquely common’ I do not mean those subjects that all schools might teach, such as reading or arithmetic. Nor do I mean just subjects that might serve a larger public purpose, but that might be taught in either publicly supported or privately supported (...) schools. Rather I mean subjects that speak to the shaping of a child’s identity as a member of a common community in the way that the common school was intended to create when its commission was to develop and maintain a single national or colonial identity and loyalty. I argue that there is a kind of connectivity that common schools should foster even as the nation-building and colonial past is rejected, and that this connectivity is what is common about the common schools. I argue that any concept of culture that merely flattens out the normative dimension of educating is deficient as an educational theory, and propose a conception of culture that is educationally productive. (shrink)

1.T. Geist der Philosophie des Altertums.

Adamson argues that Marxism "teaches us how to interpret social and historical reality, and to relate that interpretation to our current political concerns.".

The paper is a long, detailed, critical presentation of Ingemar Duering's Aristoteles. Darstellung und Interpretation seines Denkens, Heidelberg 1966, on the occasion of the publication of the Italian translation (by P.L. Donini, Milano 1976) of the same.

A general survey of Aristotle's contributions to physics (in the Ancient sense of the word), including his "De anima" but leaving out his zoological works, with some attention for the differences between his science and modern science.

The paper offers a rather long discussion of E. Berti's book entitled Aristotele: dalla dialettica alla filosofia prima, questioning some important aspects of the approach he adopts. (He replied to my criticism in a successive issue of the same review.).

The paper is concentrated on Aristotle's "Posterior Analytics" and attempts to show that his account of the sciences is less uniform than it is usually taken to be but shows some awareness of important differences between the mathematical and the physical sciences.

Studies in the History of the Renaissance is a highly influential defence of aestheticism. Pater redefined the practice of criticism through his readings of some of the paintings, sculptures, and poems of the Renaissance, and shocked contemporaries for sponsoring a hedonistic ethic with his infamous 'Conclusion'.