In lieu of an abstract, here is a brief excerpt of the content:Like an Elephant Pricked by a Thorn:Buddhist Meditation Instructions as a Door to Deep ListeningWilla B. MillerThe phrase “deep listening” has been circulating in recent years in the contexts of contemplative education, psychotherapy, pastoral care, and the arts. This article is a reflection on deep listening from a Buddhist perspective, as it might support the ongoing development of career educators, although this reflection might apply equally well to ministers (...) and (in the Buddhist world) dharma teachers. My motivation to contribute to this discourse of listening is spurred by the belief that the effectiveness of educators, ministers, and dharma teachers might be enhanced by training in the art of listening. These career professionals share a key aspect of their role in common: They get up in front of groups of people to teach or preach. In this performative role, it is possible for teachers (or preachers) to become so accustomed to being the source of information that a dynamic is created, inside and outside the classroom or pulpit, in which discourse is weighted primarily in one direction. This dynamic, I would argue, prevents optimal learning and stunts the feedback loop necessary for pedagogical health, both for students and for their educators.Listening, as a valued pedagogical discipline on the part of the teacher, has the potential to rebalance this dynamic. To educate effectively, we need to come to know the hearts and minds of those we educating, not as a theoretical group but as individuals. It takes time, effort, patience, and a dose of curiosity to listen attentively to students, to get to know them. But this effort is worth it. Only once we begin to listen to the voice of their interests, passions, and history can we begin to understand or assess their needs. Every human being is in formation. Every human being is completely unique. Listening, with curiosity and attention, is a window into the formation of the human being in his or her uniqueness. To the degree that we become familiar with the unique in our students is the degree to which we can effectively meet them where they are.There are as many definitions of deep listening as there are theorists. On a panel on the topic of deep listening at the 2013 American Academy of Religions meeting, Duane Bidwell of the Claremont School of Theology aptly noted that deep listening is [End Page 15] “an undertheorized category.” It is not a term that has been claimed by only one field or person, but it has become popular in some religious circles and psychotherapeutic circles as a term that implies that listening can dive below the surface contents of a narrative. Two years ago, in a chapter of an anthology titled The Arts of Contemplative Care, I proposed that Buddhist practices of self-cultivation may provide models that can be adapted for applications of deep listening in a context of spiritual care.1 In that chapter, I noted that Patrul Rinpoche’s three points of “how not to listen” found in The Words of My Perfect Teacher (Kun bzang bla med zhal lung)2 can help us reflect on the difference between poor and effective listening techniques in the context of spiritual care. In this article, taking a similar approach but with different material, I will explore how instructions on meditation culled from the Tibetan Buddhist tradition can be adapted to develop a discipline of deep listening for educators. In exploring this topic, I will also propose a definition of deep listening to act as support for the discipline itself. Specifically, I draw on religious instructions found in a Tibetan genre called “māhamudrā meditation instructions” (phyag chen sgom khrid), from within the Kagyu (‘brug pa bka’ brgyud) school of Tibetan Buddhism, to construct a definition of deep listening for use in educational contexts.The term “deep” (zab mo) often appears in Tibetan religious exegesis as an adjective modifying the word “dharma” (teaching). There, we find the term “deep teaching” (chos zab mo) juxtaposed with the term “vast teaching” (chos rgya che ba) in Tibetan commentaries. To say that a teaching is deep (zab mo) in the Buddhist context is to indicate that it... (shrink)

It is embarrassing, to say the least, to admit in limine the impossibility of defining the key concepts of this paper, for I do not know either what tradition is or what topoi are. And what is even worse, I have no theoretical conclusions to present. But, after all, why define tradition? We all know what tradition is since it is one of the staples of our academic fare. Even the word itself is in great part an academic one. As (...) a matter of fact, in classical Latin, what we mean by tradition was expressed by words like memoria or institutum or mos vetus, whereas traditio meant surrender or the handing over of a city or of an enemy, although the meaning of instruction, training, teaching is also attested. It was the latter meaning that prevailed in the humanistic period, though with the technical sense of transmission of a text; and in this special meaning the word traditio still survives in the discipline of textual criticism. Of course, the transmission of the text was understood not only in the material sense but also as a means of conveying ancient wisdom, as a witness to its institutions and mores. So the revival of ancient learning implied a reconstruction of a tradition which was thought to have been broken during the Middle Ages. Thus, the studia humanitatis were defined as study of the past, a very well circumscribed past. Even today when we talk about humanistic studies we understand in great part the study of the institutions, mentality, literary movements of the past. Paolo A. Cherci, associate professor in the department of Romance languages and literatures at the University of Chicago, is the editor of Tommaso Garzoni's Works and the author of the forthcoming works, Capitoli di Critica Cervantina, Effemeridi Romaunze, and a collection of short stories, Erostratismo. (shrink)

Questions about how closure is achieved in disputes involving new observational or experimental claims have highlighted the role of bodily knowledge possibly irreducible to written experimental protocols and instructions how to build and operate instruments. This essay asks similar questions about a scenario that is both related and significantly different: the replication of an invention, not of an observation or the instrument through which it produced. Furthermore, the machine considered here—Galileo’s compass or sector—was not a typical industrial invention (like a (...) spinning jenny), but a mathematical invention (a calculator), that is, a machine that produces numbers, not yarn. This case study describes some of the similarities and differences between replicating experiments, traditional machines producing material outputs, and mathematical inventions yielding calculations or information. This comparison indicates that, as in other kinds of replication, the replication of mathematical inventions involves texts (the calculator’s instructions) but that in this case bodily knowledge cannot be properly described as either tacit or explicit. It rather takes the shape of memory—muscle memory—that may be recalled from reading the instructions. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Transcendence and Violence: The Encounter of Buddhist, Christian, and Primal TraditionsSarah K. PinnockTranscendence and Violence: The Encounter of Buddhist, Christian, and Primal Traditions. By John D'Arcy May. New York: Continuum, 2003. 225 + xi pp.In popular media, religion appears as a dangerous social phenomenon with explosive potential. The investigation of transcendence as a source of violence is particularly timely in light of America's war on terrorism targeting extremist (...) Islam. However, this negative dimension of religion is nothing new. Over the course of history, hostility [End Page 231] and killing are intimately connected with religious divisions. The irony of religious violence as a betrayal of religious ethical ideals is both obvious and inescapable.Approaching this hot topic from the perspective of religious imperialism, John D'Arcy May examines violence perpetrated by the Christian and Buddhist traditions against indigenous religions. His investigation covers damaging evidence against these two universalizing traditions using geographically specific case studies in Asia and the Pacific Rim. Situating Christianity and Buddhism in parallel as religions of transcendence, he compares how indigenous localized religions were overpowered by expansionist universalizing religions, although not eradicated. Into his historical narrative, he weaves his personal encounters with otherness growing up in Australia while virtually oblivious to the oppression of Aboriginals by white settlers, and as a Roman Catholic doing ecumenical work in Papua New Guinea for four years.May opens the book with bold admission of the failures of European Christianity, evidenced in anti-Judaism and Holocaust genocide, and Theravada Buddhism's violent involvement in Sri Lanka's civil conflict between Singhalese nationalists and Hindu Tamils. The reader is led to expect elaboration on the moral failings of Christianity, and this proves true; however, May's examination of the Buddhism's expansion and endorsement of violence tempers the tendency to single out Christianity as uniquely imperialist. He suggests that transcendence itself can cause hierarchy and oppression.Part I of the book focuses on Christianity and violence. Chapter 1 studies how European Protestant and Catholic settlers to Australia treated the Aboriginal peoples. The story is grim. Using a psychoanalytic framework, May interprets the European vilification of Aboriginals as stemming from the repression of the primal other, and the repression of bio-cosmic religion in favor of transcendence. Constructively, he proposes that Aboriginal peoples can offer theological insights about the ontology of sacred space. Christians should not only seek reconciliation in society, but also consider new perspectives on the sacred in nature drawn from the dreaming of Aboriginal religious lore.In chapter 2, May deals with colonization in the Melanesian Islands of the Pacific Ocean, concentrating on Papua New Guinea. In the indigenous religions of Melanesia, the prosperous community is the measure of religious rectitude, while misfortune is explained by the breaking of taboos and the revenge of enemies or evil spirits. After European colonization, "cargo cults" arose among the islands that promised abundant material goods possessed by European settlers by means of religious rituals and magic. Surprisingly, May points out the positive impulses at the root of these cargo cults that are typically viewed as detrimental and even outlawed outright by local governments for their harmful social impact. At bottom, he argues, cargo cults reflect a positive religious aspiration for wholeness and healing in this life that is a counterpoint to the spiritualization of salvation by European Christianity.May tries to avoid idealizing these primal cultures and their religious insights; nevertheless, he finds them instructive for Christian theology. Native religions in both Australia and Papua New Guinea offer models of immanence that emphasize the religious value of nature and just relationships. It should be mentioned that [End Page 232] there is some nuance to this conclusion. For instance, Melanesian religion is portrayed as less exemplary than Australian aboriginal religion. But May's main point is that violence on a global scale is validated by Christian notions of transcendence that deny the material aspirations of the indigenous community, and promote a superiority that wreaks violence among indigenous peoples. Hopefully, intercultural theology will allow Christians to appreciate the Aboriginal respect for sacred geography and the Melanesian quest for the flourishing of one's local community.Christianity and Buddhism are treated... (shrink)

This study is based on analysis of copyright policies and 26 interviews with science and engineering faculty at three research universities on the topic of copyright beliefs, values, and practices, with emphasis on copyright of instructional materials, courseware, tools, and texts. Given that research universities now emphasize increasing external revenue flows through marketing of intellectual property, we expected copyright to follow the path of patents and lead to institutional emphasis of policies and practices that enhanced universities’ intellectual property (...) portfolios, accompanied by an increase in copyrighting by professors. Although this pattern occurred with regard to institutions, professors offered a more varied pattern, with some fully participating in commercialization of copyright and embracing entrepreneurial values, while others resisted or subverted commercial activity in favor of traditional science and engineering values. (shrink)

This book addresses an essential need felt by many who seek to promote best business practices in China and East Asia - namely the need for culturally appropriate instructional materials (basic information, case studies and ethical perspectives) that will allow managers and entrepreneurs to understand and embrace the challenge of moral leadership in business. In an era characterized by globalization and the increasing importance of the economies of China, India, Japan, and SE Asia, international business ethics must reflect (...) the concerns of the people living and working in this area, the moral and spiritual traditions that have nurtured them, and their specific contributions to sustainable development. This book presents twenty important case studies, taken from newsworthy events of the past few years, in which Asians and others have attempted to respond to this challenge. Each case study has been selected and shaped in order to highlight various aspects of doing business in Asia, starting with basic principles and moving on to the specific responsibilities that businesses have towards their various stakeholders. The authors contend that the best way to appreciate the relevance of Asian moral and spiritual traditions is to determine their specific contribution to virtue ethics, where the ancient traditions of both East and West converge in their focus on the qualities of moral leadership that form the basis of best business practice. Exploring the case studies will enable readers to appreciate the continued relevance of these ethical perspectives in Asian business. Best business practice clearly involves learning to do business and playing the game according to the rules; but the necessity of playing by the rules is not likely to become clear until one takes up the path that leads to a virtuous life in business, developing a moral character chiefly based on integrity. (shrink)

For the first time in English, Benebell Wen reveals the rich history and theoretical principles underlying the ancient practice of crafting Fu talismans, or magical sigils, in the Chinese Taoist tradition and gives detailed instructions for modern practitioners who would like to craft their own Fu. Fu talismans are ideograms and writings typically rendered on paper and empowered by means of invocations, ritual, and transferences of energy, or Qi. Talismans can be used for many purposes, such as strengthening or weakening (...) personality characteristics, finding love, earning more money, or easing emotional tensions in the home. The Tao of Craft shows how metaphysical energy can be harnessed to amplify, strengthen, weaken, dispel, or block other metaphysical energy and to rectify perceived imbalances in the material plane. Supported by an abundance of detailed charts and images, this book serves as a step-by-step handbook that gives readers the knowledge and confidence to craft their own Fu talismans for personal empowerment. Wen, author of Holistic Tarot, delves into historic and cultural contexts of the Fu, from the neolithic period of Chinese history to contemporary practices of esoteric Taoism. Providing a solid foundation in the principles of Eastern spellcrafting, she highlights the blending of Taoist metaphysical practices with Western approaches to magic by pointing out eclectic, integrating, and harmonizing facets from other cultures and religions. Historically, Fu talismans were used by medieval Chinese for alleviating illness; averting misfortune, magical attacks, and curses; defending against assaults; and avoiding poverty. This book shows Western practitioners that the skill and knowledge to develop an interactive relationship with spirit realms are still available to them today, and serves as a practical handbook for accumulating Qi energy from sources in the environment and channeling it in concentrated form into their own Fu talismans. (shrink)

This study is aiming at analyzing extemporaneous methods of instructional speech in the context of the Naqshbandi Sufi Order and its parallels with improvised music as well as potential for modern educational purposes. Focusing on a processual analysis covering the flow of events in the communication and its environment, the work is using approaches applied in performance studies as well as improvised music, as well as cognitive science and psychological perspectives concerned with the mechanisms of the subconsciousness. Field research (...) data collected at the Naqshbandi lodge in Lefke/Cyprus as well as a considerable amount of recorded speech acts serve as material for the conducted qualitative content analysis. (shrink)

RESUMO Em detrimento do acúmulo de 10.000 horas de prática antes do domínio sobre algo - o famoso tipping point de Ericsson - intérpretes médicos podem ganhar considerável experiência ao analisar vídeos de interações médico-paciente, mesmo quando esse par fala a mesma língua. Os hospitais-escola comumente filmam tais interações usando pacientes simulados. Tais filmes têm sido usados em instruções de aula com intérpretes. Aqui, é descrito o uso recente de filmes com PS em um ambiente de aprendizado online, no qual (...) fóruns de discussão e fichas de atividade suplantaram os métodos de trabalho convencionais. Nessa abordagem de aprendizagem baseada em problemas, típica da educação médica, estudantes de pós-graduação em interpretação em serviços de saúde se familiarizam com o discurso típico de diagnóstico e tratamento. Os alunos relataram que essa familiarização os ajudou a liberar seus recursos cognitivos para planejar e monitorar traduções e outras decisões imediatas. Os materiais e métodos de aprendizado usados nessa abordagem online são descritos detalhadamente. O valor do contexto da ABP é descrito em relação às abordagens educacionais de interpretação para o sistema de saúde de modo geral.ABSTRACT Rather than amassing 10,000 hours of practice before mastery is achieved - Ericsson’s famed tipping point - medical interpreters can gain considerable, concomitant experience by analyzing videos of provider-patient interactions, even when the pair speak the same language. Teaching hospitals commonly film such interactions using standardized patients. Such films have been effectively used in classroom-based instruction with interpreters. The novel use of SP films in an on-line learning environment is described herein, where discussion boards and worksheets supplanted traditional instruction methods. In this problem-based learning approach, typical of medical education, graduate-level medical interpreting students became familiar with common diagnostic and treatment discourse. Students reported that this familiarity helped free their cognitive resources for planning and monitoring translations and other decisions on-the-job. The learning materials and methods used in this on-line approach are detailed. The value of the PBL context is described in relation to healthcare interpreting education approaches generally. (shrink)

This book explores the transformational impact of new technological developments on legal practice. More specifically, it addresses knowledge management, communication, and e-discovery related technologies, and helps readers develop the project management and data analysis skills needed to effectively navigate the current, and future, landscapes. It studies the impact of current trends on business practices, as well as the ethical, procedural, and evidentiary concerns involved. Introducing novel interactive technologies as well as traditional content, the book reflects expertise from across the (...) legal industry, including practitioners, the bench, academia, and legal technology consultants. All of the contributing authors currently teach aspiring lawyers and/or paralegals and have identified a gap in the available instructional material. Rapid technology advances have radically changed the way we all live and work, and the legal profession is by no means exempt from the impact of these changes. In order to better assist their clients, and to better compete on the legal market, it is imperative for lawyers to understand the ethical, functional, and business consequences of new technologies on their respective practices. This book provides the necessary content by including legal technology texts, information about novel pedagogical technologies, helpful tools for managing legal technologies and IT staff, statistical methods, tips and checklists. (shrink)

No longer confined to traditional institutions devoted to Talmudic studies, havruta work, or the practice of students studying materials in pairs, has become a relatively widespread phenomenon across denominational and educational settings of Jewish learning. However, until now there has been little discussion of what havruta text study entails and how it might be conceptualized and taught. This book breaks new ground from two perspectives: by offering a model of havruta text study situated in broader theories of interpretation (...) and learning, and by treating havruta text study as composed of textual, interpersonal and intra-personal practices which can be taught and learned. We lay out the conceptual foundations of our approach and provide examples of their pedagogical implementation for the teaching of havruta text study. Included are illustrative lesson plans, teachers' notes and students’ reflections, exercises for students, and other instructional materials for teaching core concepts and practices. (shrink)

Summary The positions of 129 14 to 19?year?old students on two fundamental cognitive styles dimensions (Wholist?Analytic and Verbal?Imagery) were assessed. They then received, by random allocation, one of three versions of a computer?presented instruction package on home hot water systems. The versions differed in terms of their structure (large versus small step), advance organiser (absent or present), verbal emphasis (high versus low), and diagram type (abstract versus pictorial). Version 1 had large step, no organiser, high verbal content, and abstract diagram. (...) Version 2 had small step, no organiser, low verbal content, and pictorial diagram. Version 3 was identical to Version 2, except that an organiser in the form of an elaborated introduction was given in which all five topics were introduced and each section began with an overview and ended with a summary. There was a significant interaction between version and cognitive style in their effect on recall. The results were discussed in terms of their implications for instruction. (shrink)

This book theorizes and applies critical communication pedagogy in mediated contexts, including social justice-oriented approaches, to the use of both traditional and new media in the classroom.

As web instruction becomes more and more prevalent at universities across the country, instructors of ethics are being encouraged to develop online courses to meet the needs of a diverse array of students. Web instruction is often viewed as a cost-saving technique, where large numbers of students can be reached by distance education in an effort to conserve classroom and instructor resources. In practice, however, the reverse is often true: online courses require more of faculty time and effort than do (...) many traditional classes. Based on personal experience teaching an online course in health care ethics for students in the Allied Health Professions, it is evident that there are both benefits and challenges in teaching online courses, particularly in ethics. Examples of benefits are (1) the asynchronous nature of web instruction allows students to progress through the course at their own pace and at times that are convenient given their clinical responsibilities; (2) web courses allow for a standardization of content and quality of instruction over a diversity of programs; and (3) examples can be tailored to the differing experiences of students in the course. Some challenges to teaching online ethics courses include (1) the fact that online instruction benefits visual learners and disadvantages those lacking good reading comprehension or strong writing skills; (2) developing meaningful student-student and student-instructor interaction; and (3) teaching ethics involves teaching a process rather than a product. Allowing students to apply their knowledge to real-world cases in their disciplines and encouraging them to share experiences from clinical practice is an effective way to meet several of these challenges. Building an online community is another good way to increase the interaction of students and their engagement with the material. (shrink)

The recent Instruction Dignitas personae from the Congregation for the Doctrine of the Faith formally addresses the issue of the use of biological material of illicit origin. We now face the challenge of applying the principles it sets forth to daily realities. While the issue of vaccines that use such illicit cell lines has been addressed, other scenarios involving the everyday scientist or researcher in the laboratory or clinic will have to be confronted. It is a critical time for the (...) cell line issue, and much work is needed by the scientific community to find ethical solutions. This article hopes to encourage positive steps in that direction. National Catholic Bioethics Quarterly 10.2 (Summer 2010): 273–280. (shrink)

This paper addresses the visual culture of late-19th-century experimental physiology. Taking the case of Johann Nepomuk Czermak as a key example, it argues that images played a crucial role in acquiring experimental physiological skills. Czermak, Emil Du Bois-Reymond and other late-19th-century physiologists sought to present the achievements and perspective of their discipline by way of "immediate visual perception." However, the images they produced and presented for this purpose were strongly mediated. By means of specifically designed instruments, such as the "cardioscope," (...) the "contraction telegraph," and the "frog pistol," and of specifically constructed rooms, so-called "spectatoriums," physiologists trained and controlled the perception of their students before allowing them to conduct experiments on their own. Studying the material culture of physiological image production reveals that technological resources such as telegraphy, photography, and even railways contributed to making physiological facts anschaulich. At the same time, it shows that the more traditional image techniques of anatomy played an important role in physiological lecture halls, especially when it came to displaying the details of vivisection experiments to the public. Thus, the images of late 19th century physiology stood half-way between machines and organisms, between books and instruments. (shrink)

This new and moving translation of the Brahma's Net Sutra also includes translations of ancillary materials not previously available. Translated and introduced by the well-known teacher and author Martine Batchelor, this should become a classic for all those who aspire to the compassion of the Buddha. "The Buddha gave clear instructions about how a boddhisattva should preserve and nurture the altruistic aspiration to enlightenment that are contained in the scriptures of the various Mahayana traditions. The Boddhisattva Precepts found in (...) the Brahma's Net Sutra of the Chinese and Korean traditions have laid the foundation of an ethical way of life and the essential ground to a life of compassion for many Buddhists in East Asia since ancient times. We live in an era in which I believe it is extremely important to foster harmony and respect among all religious traditions. Therefore, I believe it is significant that such a seminal text be made more widely in an English translation and I congratulate the translator, the International Sacred Literature Trust and AltaMira Press for making this book, _The Path of Compassion_, available. Readers, whether or not they are Buddhist, will find that these precepts encourage us, in a very practical way, to protect life in all its forms and work towards a more peaceful and understanding world; goals that we all can admire." —from the foreword by H. H. The Dalai Lama. (shrink)

This paper examines research on three hypnotic phenomena: suggested amnesia, suggested analgesia, and “trance logic.” For each case a social-psychological interpretation of hypnotic behavior as a voluntary response strategy is compared with the traditional special-process view that “good” hypnotic subjects have lost conscious control over suggestion-induced behavior. I conclude that it is inaccurate to describe hypnotically amnesic subjects as unable to recall the material they have been instructed to forget. Although amnesics present themselves as unable to remember, they in (...) fact retain control over retrieval processes and accommodate their recall (or lack of it) to the social demands of the test situation. Hypnotic suggestions of analgesia do not produce a dissociation of pain from phenomenal awareness. Nonhypnotic suggestions of analgesia and distractor tasks that deflect attention from the'noxious stimuli are as effective as hypnotic suggestions in producing reductions in reported pain. Moreover, when appropriately motivated, subjects low in hypnotic suggestibility report pain reductions as large as those reported by highly suggestible hypnotically analgesic subjects. Finally, the data fail to support the view that a tolerance for logical incongruity (i.e., trance logic) uniquely characterizes hypnotic responding. So-called trance-logic-governed responding appears to reflect the attempts of “good” subjects to meet implicit demands to report accurately what they experience. (shrink)

This contribution probes the question how the biblical instruction to pray continuously was understood in the history of Christian spirituality. It investigates two main traditions of interpretation. The first tradition interprets the instruction from a material-temporal perspective. Prayer should be, in the literal sense of the word, everlasting, never ending and perpetual. The second tradition focuses more on the relationship with God, its permanent character, and its lasting and enduring quality. It has to do with the question how a sustainable (...) growth can be improved. It is a spiritual challenge, requiring an in-depth understanding and conversation, to consider and reflect on the difficult and complex interaction between these two approaches. (shrink)

continent. 1.4 (2011): 253—278. A Sense of French Politics Politics itself is not the exercise of power or struggle for power. Politics is first of all the configuration of a space as political, the framing of a specific sphere of experience, the setting of objects posed as "common" and of subjects to whom the capacity is recognized to designate these objects and discuss about them.(1) On April 14, 2011, France implemented its controversial ban of the niqab and burqa , commonly (...) referred to as the Islamic veil, in public places. On the coattails of the 2004 prohibition of religious artifacts, including the less concealing hijab or Islamic headscarves, in schools, the veil ban sparked equal outrage across both political and theological spectra, and many on both sides of the debate were quick to inquire about enforcement. As Steven Erlanger reports, “The police do not have the authority under the law to remove full veils, only to fine or require citizenship lessons for those who violate the new law.”(2) While the legal and social implications of this interdiction are ripe for study, the reprisals for breaking the law, notably compulsory citizenship classes, illuminate the strategic governmentality underlying the French government's targeting of the Muslim community, particularly those elements it considers affiliated with fundamentalist factions and/or terrorist organizations, if only through fashion—an integral component of French citizenship. Indeed, in allowing the (fashion) police to mandate instructional courses in citizenship for offenders, France implies that any Muslim choosing to wear the niqab or burqa , perhaps even for those who are already citizens, must not be aware of the subtle nuances of dress indicative of the French citizenry within public space. Furthermore, the degree of instruction requisite to citizenship, which clearly can and must be updated as the state sees fit, cements the imagined relation between citizens and states within the discourses on the veil ban. As Sharma contends, “Concepts of citizenship are the ideological glue that bonds the nation to the state. Citizenship provides the legal framework through which the state performs its role as ruler for the nation.”(3) Speaking for/as the state, French President Nicolas Sarkozy declared in a 2009 presentation before members of the government and other citizens that the burqa “is not welcome on the territory of France.”(4) Although there is nothing unique, especially recently, about a nation-state taking extreme measures to guard itself against what it deems to be threats to its sovereignty, the way in which the ongoing discourses on hijab have (d)evolved, which coincide with recent pronouncements by governmental leaders in Germany, Britain, and France that policies of multiculturalism have “failed,”(5) points toward nationalist reterritorializations, which is also to say physical and ideological re-appropriations, of public space within democratic milieux, which remain predicated upon the mediation of spaces. As Panagia deduces from Rancière, “Democracy […] is not an institutional form of government […], but an appearance whose visibilities and audibilites arise out of the dissonant blur of the everyday.”(6) Ultimately, the veil ban represents a calculated move to regulate the every day, which is to say the micropolitics of, that which is visible and invisible within French society, which makes it nothing short of a struggle to manage (the sensation of) bodies. Re-situating the political within the context of sense, Rancière argues that the fundamental essence of politics lies within the distinction between consensus and dissensus , and whereas most consider politics proper as fundamentally concerned with the fluid operations of the state— consensus , Rancière actually locates the political within events that disrupt the normative sensory order of things— dissensus . He explains, “Politics revolves around what is seen and what can be said about it, around who has the ability to see and the talent to speak, around the properties of spaces and the possibilities of time.”(7) This reformulation of politics centers on agency and, albeit perhaps unintended, representationality and offers a useful formulation for spatializing the discourses surrounding the Islamic veil, which are mired within seemingly senseless policies and practices of objectification. Instituting a normative “regime of visibility,” the French veil ban encapsulates the political economy of agency, now both mediated and representational, under the rule of nationalist governmentalities in increasingly transnational contexts.(8) Adjudicating presence within public space signals a concern with the sensory aspects of agency itself—what Rancière terms the “distribution of the sensible,” which is “a matrix that defines a set of relations between sense and sense: that is, between a form of sensory experience and an interpretation which makes sense of it.”(9) To be concerned with sense is to focus upon the body, and this somatic repositioning of the (fashionable) citizen within the territory of the state augurs the resurgence of nationalist bio-politics within Europe, since, as Hage explicates, “Nationalism, before being an explicit practice or a mode of classification, is a state of the body. It is a way of imagining one's position within the nation and what one can aspire to as a national.”(10) The French government's attempt to make (bodily) sense of public space for its citizens by and through policies aimed against a burqa-clad Muslim minority, which might only apply to “less then 400 to fewer than 2,000” women(11), reveals the necessary, yet mercurial, transmutation of public space into national space through bio-political strategies of sense-making, which, as Hage observes, denotes that “nationalists perceive themselves as spatial managers.”(12) At the center of this concern over public space is the equally contentious dimension of governing female Islamic identity, which has become one of the main critiques levied against Islam from outsiders who view the veil in its various forms as a clear sign of the religion's actual and symbolic violence against women, even if such critiques remain ensconced within nationalist discourses. As Halim and Meyers argue, “Although Western news media may focus their coverage of Muslim women on the debate over whether and the extent to which the veil may by oppressive to the women who wear it, they have exhibited little interest in the physical oppression of violence against women in Islamic countries.”(13) While it falls outside of the scope of this analysis to arbitrate all of the dimensions of this debate, understanding some of the issues related to female identity and hijab within public space are crucial to this study. As these topics are extraordinarily complex, even and perhaps especially within the Muslim community, it is necessary to provide some context concerning the value, purpose, and meaning of the Islamic veil, which has a rich and arduous history. The Art of the Veil At present, there are only two countries, Iran and Saudi Arabia, that require women to wear hijab , which is a decidedly problematic term and concept whose locus is itself caught within a struggle of sensation. Noting the strategic reterritorialization of the term, Berger explains: The choice of the name, hijab , now widely adopted to designate the “Islamic veil,” it itself interesting, although the semantic shift it operates is not directly commented upon by its users. Although the design (both the cut and the symbolic function) of the hijab and the Iranian chador are indeed the same, as opposed, for instance, to the traditional Algerian haik , the word hijab has come to replace the term chador popularized by the Iranian revolution, as a properly Arabic (hence Koranic) designation. This discursive shift points to the successful reclaiming of the national revolution in Iran by a transnational pan-Islamic movement, whose language of reference can only be Koranic Arabic.(14) While the hijab is certainly a point of contention within various countries dealing with immigrant Islamic populations (of which France has the largest in Europe as part of its colonial legacy in Algeria), it is clear that the veil is a historically contextualized artifact of Muslim identity with a variety of manifestations, even as forces outside of and within Islam seek to codify its actual and symbolic value. Ultimately, the varieties of hijab , including the full-faced burqa and niqab , are complex assemblages of meaning that speak to the multitudinous flows of Islamic identities over time and space. As Gökariksel and McLarney observe, “Wearing a certain style of veil may simultaneously be a disciplinary practice crucial to the cultivation of piety (Mahmood 2005; Gokariksel 2009) and a gendered performance of social distinction in terms of class, taste, and urbanity (White 1999; Navaro-Yashin 2002; Gokariksel and Secor 2009) or of ethnicity and race (Dwyer 1999).”(15) The ideological marketplace from which the varieties of hijab ebb and flow serves both as a reflection of the ever-present materiality and dynamic functionality of spiritual economies, which are derivative of the equally ubiquitous flows of transnational capital driving agency and representationality within our historical moment. Keeping these dual, yet deeply interconnected, capital ecologies as the site of exploration for how the veil is represented within public space, one might begin to sense what lurks behind such veiled agendas. Examining the symbolic and representational nature of the Islamic “veil” in its various forms, this project situates the decidedly political contestations of public space at stake in the French ban alongside recent condemnations of multiculturalism as calculated efforts to re-distribute the sensible so as to valorize national identity within increasingly transnational and globalized socio-economic spaces, which collapse exchange values between distinct, yet interwoven, economies of (cultural/material/spiritual) capital. As the discourses on the veil rely upon representational imag(in)ings, it seems fitting to explore the political economy and art of the veil through the phenomenon of street art, which, much like hijab , is a complex assemblage of meaning of sensation mired in representationality and capital exchange. As street artists have taken up hijab in various forms, the movement offers a lens with which to situate critical responses to the veil debate across both spiritual and material economies. Situating this street art both aesthetically and historically, Lewisohn explains, “'Street art' is a sub-genre of graffiti writing and owes much to its predecessor. Though there is a good deal of crossover between the genres, they are distinct and separate in their own right.”(16) Evolving out of the graffiti explosion of the late 1970's and 1980's, street art broke the unspoken rules of the artistic underground by challenging and re-examining one's sensory experience of art in public space by experimenting with both content and form in ways that harken back to the Situationist International, which as a collective challenged one's experience of urban space through various media and experiential phenomena. Again, Lewisohn observes, “It's important to note street art's break with the tradition of the tag, and its focus on visual symbols that embrace a much wider range of media than graffiti writers would use.”(17) From stencils to prints and murals to one-liners, street artists developed a reputation for critical social and political commentary, and while it is certainly the case that not all street art is intentionally political, in challenging the normative “regime of visibility,” as Rancière puts it, of public space, street artists—even if unconsciously—call into question the common sensory experience of the politics underlying the formation of (nationalist) space.(18) Indeed, Rancière refers to the partisan sensory managers as “police,” who ultimately forge “the rules governing the circulation of appearances, of their visibility and audibility, and the proper distribution of bodies therein.”(19) As such, one can sense that street art's relationship with the police is tenous for a variety of reasons. Writing about his own experience as a street artist, Shepard Fairey observes, “With street art, there's no committee deciding whether I can put my work up on the street, there's no censorship, and I have total freedom of expression, and that concept of freedom is expressed just by using the street as a medium.”(20) As Fairey and other street artists demonstrate, the medium, to paraphrase Marshall McLuhan, is the most glaring aspect of street art's message, and even as it now finds itself in galleries and usurped by private collectors, the ethos of the movement remains relavent to politics as it is, first and foremost, concerned with the configuration and experience of space. Just as examining the punishments for breaking the veil ban can map the terrain of French politics, a representational genealogy of street artist's deployment of hijab and female Muslim identity can assist in mining the depths of public space as a site of bio-political control and contestation in light of recent events in France and the rising tide of anti-multiculturalist rhetoric across Europe, even though the Islamic presence there is radically heterogenous. Using the work of Shepard Fairey, Princess Hijab, br1, and Banksy, this paper sets out to answer a number of key questions concerning the deployment of hijab, and female Islamic identity in particular, within street art as a movement now integral to and critical of the economies of exchange underlying global capitalism, which as a force of influence cannot be underestimated as a driver in the resurgence of nationalist biopolitical governmentalities. Although there exists a litany of artists to choose from, the aforementioned quartet of designers integrate hijab into their work in a seminal and critical fashion, and all have been working with the veil in some way prior to the French ban, which grants some additional context to their usage of it as a symbol in regards to the breakdown of multiculturalism across Europe, even if unconsciously. Although each artist depicts various amalgamations of hijab in their respective corpus, they share common tropes that raise significant questions concerning the veil debate, namely: what are the conditions of possibility for hijab to become a marker of Islamic identity within public space? How can we make sense of the representational topologies within street art's utilization of the hijab and female Islamic identity in light of the French ban? How might these aesthetic imag(in)ings simultaneously inhabit and combat normative discourses concerning hijab , multiculturalism, female Islamic identity, and public space? With these considerations as a backdrop, it is first necessary to outline more fully the hijab as a representative marker of female Islamic identity. The (Veiled) Writing on the Wall

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The purpose of this study was to examine the effect of group art therapy using traditional Chinese materials on improving the self-efficacy and social function of individuals diagnosed with schizophrenia. In China, little research has been conducted on patients to measure the effectiveness of group art therapy, especially using traditional Chinese materials. To address this research gap, 104 individuals diagnosed with schizophrenia were tested in a group art therapy program that included 30 treatment sessions and used (...) a wide variety of materials, including traditional Chinese materials, such as Chinese calligraphy, traditional Chinese painting, Chinese embroidery, and Chinese beads. The effect of art therapy was analyzed using the General Self-Efficacy Scale and Scale of Social Skills for Psychiatric Inpatients. This study demonstrates that group art therapy using traditional Chinese materials can improve self-efficacy and social function, reducing social and life function problems, and promote the recovery of individuals diagnosed with schizophrenia. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Approaching History through the Future: Some Thoughts from a Feminist PragmatistErin McKennai was recently asked to write on the philosophy of history from a pragmatist perspective. My initial response was that this is not my area of specialization and that I didn’t really have much to say. Then I realized that it was interesting to think about how I view and use notions of history in my work as (...) a feminist pragmatist. It turns out that in my own work, there is a theme of approaching/understanding history through the possibilities of the future. Rather than being confined by settled or fixed views of the present or the past, the present and past are better seen as possibilities for shaping new and different futures. This can be unsettling for many, as humans often like to justify practices and institutions with the idea that “it has to be this way” and/or “it has always been this way.” But unsettling this habit is important if we hope to approach conflict and disagreements in a productive manner that avoids dogmatism and division.Examining my own use of history in my varied philosophical work turned out to be interesting and instructive. It also revealed my reliance on theorists such as Jane Addams, Anna Julia Cooper, and John Dewey in my writing and my teaching. Usually, I work with implicit notions of history and its role in my philosophical writing. The one exception to that was in writing American Philosophy: From Wounded Knee to the Present, co-authored with Scott L. Pratt. In that work, we explicitly took up a pragmatist approach to history rooted in the work of John Dewey. There, we wrote:For Peirce, James, and Dewey, philosophy worth the name began in response to experienced problems—situations marked by confusion, doubt, indeterminacy—and then returned to these problems, aiming to transform and reconstruct them in ways that allowed the inquirer to go forward, to encounter still more experience. Philosophy, then should be understood as an activity that arises from experience. Since [End Page 71] experience is framed by language, culture and history, philosophy is not a transcendental practice engaged with the really real and truly true.(McKenna and Pratt 3)In “Philosophy and Civilization,” Dewey noted that philosophy is closely tied to the histories of cultures. These ties are mutually transformative, as the philosophy produced is rooted in, and shaped by, the place and time just as it then transforms the place, time, and traditions that give rise to it.Dewey’s own philosophy of history guided our work in American Philosophy: From Wounded Knee to the Present as we strove to offer a history of American philosophy that acknowledges its rootedness in particular times and places. In Logic: The Theory of Inquiry, Dewey noted that history is always in the making, when he wrote:The slightest reflection shows that the conceptual material employed in writing history is that of the period in which a history is written. There is no material available for leading principles and hypotheses save that of the historic present. As culture changes, the conceptions that are dominant in a culture change. Of necessity, new standpoints for viewing, appraising and ordering data arise. History is then rewritten. Material that had formerly been passed by, offers itself as data because the new conceptions propose new problems for solution requiring new factual material for statement and test.(LW 12:232–33)Dewey went on to argue that changes happening in the present put the past into a new perspective and bring to light new problems. This means that one’s understanding of the past is changed, and “we gain new instruments for estimating the force of present conditions as potentialities of the future” (LW 12:238). For this reason, in American Philosophy: From Wounded Knee to the Present, Pratt and I embedded the history of American philosophy in actual historical events that we thought could profitably provide context for the philosophy and could themselves be rethought from our present vantage point. We were guided by the standpoint that American philosophy is a tradition committed “to a dynamic, pluralistic world of experience in which knowledge is a... (shrink)

Examining the historical development of scientific concepts is important for understanding the structured routines within which these concepts are currently used as goal-directed tools in experiments. To illustrate this claim, I will outline how the concepts of mental imagery and hallucinations each draw on an older interdependent set of associations that, although nominally-discarded, continues to structure their current independent uses for pursuing discrete experimental goals. In doing so, I will highlight how three strands of literature offer mutually instructive insights for (...) understanding how the uses of our current scientific concepts contribute to experimental practices. The first strand of literature includes recent scholarship examining how the uses of scientific concepts can enable scientific practices (e.g., Boon 2012; Brigandt 2012; Feest 2010; Steinle 2012). In this context, scientific concepts have been described as tools that function in ways that contribute to empirical knowledge; contributions that extend beyond their traditionally recognized roles in mental and linguistic representation. The second strand of literature can be glimpsed within the technoscientific studies focus on non-human agency; a focus that supports an account of the disciplined routines within which concepts are used as acting in analogous ways to the routinized participation of machines in experiments (Pickering 1995). The third strand of the literature draws attention to how the functions of concepts are grounded by the set of historically-contingent experimental practices (e.g., Canguilhem 2008; Tiles 1984). Although maintaining valuable differences, the focus of these three strands of literature are mutually instructive. Together, they offer a view of the uses of concepts as taken-for-granted tools that function within networks of subterranean associations; associations that are grounded by historically contingent experimental practices that structure how they act (in concert with human and material participants) within the temporally dynamic processes of scientific practice. Through examples drawn from a comparison of the concepts of mental imagery and hallucinations, I aim to demonstrate the value that the converging insights of these three strands of literature offer for studying the role of scientific concepts in experimental practices. (shrink)

Critical pedagogy is an optimistic approach for achieving transformative agency, which remains an elusive and vital aspect of civic education. Therefore, the purpose of this study was to examine the pedagogical approach of three critically identifying teachers. Specifically, this study was interested in understanding participant teacher critically civic ontological postures. The posture implies an understanding of the power inherent to civic relation and pedagogy. Participant teachers uniquely demonstrated postures that allowed them to address conceptual, personal, and material aspects of civics (...) education. Participants achieved this first by making clear temporal connections between citizenship and disciplines; second, by incorporating student experiences; and lastly by utilizing a range of instructional approaches to negate traditional civic archetypes. Findings suggest that critical civic ontological postures are dynamic, contextual, and disciplinarily situated. Authentically critically civic ontological postures include developing intellectual solidarity with students and those in educational communities. (shrink)

In post-Fordist economies, the nature of laboring activities can no longer be subsumed under a Taylorized model of labor, and the service sector now constitutes a larger share of the market. For Maurizio Lazzarato, Michael Hardt, Antonio Negri, and other theorists in the post-Marxist tradition, labor has changed from a commodity-producing activity to one that does not produce a material object. For these authors, this new type of labor is immaterial labor and entails communicative acts as well as added worker (...) agency. This paper reflects on this new paradigm of labor by examining the paid practices of care defined as the activities performed by individuals who have a mandate to help another adult accomplish the tasks of self-care. Because care workers take care of other bodies, care labor exemplifies an embodied practice. I make use of the corporeality of care to put forward the notion of thin and thick embodiment in order to examine critically the meaning of immaterial labor and to support my claim that immaterial labor, as conceptualized by Hardt and Negri, erases both the materiality and relationality of care labor. Furthermore, typifying care labor as immaterial only serves to maintain its marginalized status.Care Assistant. Required to work within a private residential center to assist nursing staff. Experience desirable, qualifications an advantage, but caring and understanding more important than either. Must have good English to understand instructions and be co-operative to work in a friendly team environment (Toynbee 2007, 220). (shrink)

In recent years there has been a renewed interest in Plato’s Statesman. The dialogue is certainly one of Plato’s most recalcitrant works and requires of its interpreter a peculiar combination of quickness and steadiness, and in particular, a sufficient immersion in and sympathy with Plato’s intention and style to attend with the requisite subtlety to the extremely heterogeneous content, much of which is initially soporific. In sum, one has to strike a happy balance between attention to the details, and the (...) perception of the god who dwells in these details. Melissa Lane’s book scores very well by this standard. Her study is divided into three main parts, corresponding to the three main themes of method, the story of the reversed cosmos, and politics. Underlying and organizing these parts is the central thesis that in the Statesman, Plato presents the fullest statement of his conception of example as an instrument of cognition and pedagogy, and hence as a necessary prelude to the exercise of diaeresis in its various versions. More particularly, Lane argues for the link between examples and the branch of measure that is concerned with the appropriate or timely. She insists that political expertise is a type of science or objective knowledge concerned with when to do what the technicians tell us needs to be done. The divisions of diaeresis are an exercise in the clarification of true beliefs which can establish knowledge ; the example is used to establish relations of resemblance and provides us with a path from true belief to knowledge, along which path we analyze and revise, but do not reject, the former. According to Lane, the initial division of the art of the statesman fails because of the absence of a preliminary example; she also says that its inhuman treatment of politics is intended to make the reader uncomfortable. The story of the reversed cosmos is needed as a supplement to the method of diaeresis because the latter has no mechanism for dealing with history, that is, with temporal political existence. However, she continues, the example of cosmology is too great to serve as a prelude to the analysis of politics. As the Stranger himself holds, we must practice on a smaller or slighter example ; the example invoked is that of weaving. Lane summarizes the function of the weaving example as illustrating the dependence of the art of politics upon “a great deal of prior and ongoing preparation, nurture, and maintenance of the people and material within the city”. In the third part of the book, Lane argues that the art of politics is the ability to distinguish between the right and the wrong time for doing something devised and recommended by an auxiliary specialist. There is an instructive comparison between the Stranger’s use of weaving and the role of that art in Aristophanes’ Lysistrata, which leads in turn to a reflection on why the Stranger is silent about the connection between weaving and women. An especially important conclusion is that the conflict of values in the city is attributed by the Stranger to a conflict between two equally good but unlike temperaments, and not to sophistry or a decline in political virtue. (shrink)

This volume brings together a distinguished, international list of scholars to explore the role of the learner's intention in knowledge change. Traditional views of knowledge reconstruction placed the impetus for thought change outside the learner's control. The teacher, instructional methods, materials, and activities were identified as the seat of change. Recent perspectives on learning, however, suggest that the learner can play an active, indeed, intentional role in the process of knowledge restructuring. This volume explores this new, innovative (...) view of conceptual change learning using original contributions drawn from renowned scholars in a variety of disciplines. The volume is intended for scholars or advanced students studying knowledge acquisition and change, including educational psychology, developmental psychology, science education, cognitive science, learning science, instructional psychology, and instructional and curriculum studies. (shrink)

Mathematics is an important foundation for the development of science education. In the past, when instructors taught mathematical concepts of geometry shapes, they usually used traditional textbooks and aids to conduct teaching activities, which resulted in students not being able to understand the principles completely. Nowadays, it has become a trend to integrate emerging technologies into mathematics courses and to use digital instructional aids. Emerging technologies can effectively enhance students’ sensory experience while strengthening their impressions and understandings of (...) subject concepts. In this paper, we apply virtual reality immersive technologies to develop a “virtual reality immersive learning mathematics geometry system,” which is used to teach mathematical geometry concepts. Teachers use the system to develop three basic mathematical geometry learning materials: “Triangular pyramid volume = 1/3 prism volume,” “Cone volume calculation,” and “Triangle center of gravity derivation.” In the experimental activity, the teacher uses virtual reality teaching aids to guide students to learn mathematical geometry concepts in a fun way so that they can achieve the effectiveness of immersive learning. This study explores the impact of using the virtual reality immersive learning mathematics geometry system on students’ technology acceptance, learning motivations, and learning performance. The experimental result showed that using the virtual reality immersive learning mathematics geometry system can improve the learning motivation and learning performance of students. The findings indicated that the experimental group had better learning outcomes after completing the learning tasks of three geometric units. The experimental group used the virtual reality immersive learning mathematics geometry system which can lead to better learning outcomes. According to the ARCS questionnaire, students in the experimental group were confident to understand new subjects. At the same time, the mode of completing the game can effectively give students a sense of accomplishment. The use of emerging technologies in the classroom can be an attractive learning mode for students. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:On Reading Plato MimeticallyHayden W. Ausland(Timon Sillographus fr. 52W)Plato comes to mind first as a philosopher, but we should not forget that he bequeathed his philosophical understanding to posterity mainly in the form of his literary works. How best to appreciate these has traditionally been a matter of some disagreement, although one problem has lately come to the fore: What limitations inhere in subjecting the dialogues' philosophical component to (...) analysis in isolation from its literary context? But an emergent consensus that they are best read "dramatically" remains vague in its method, meaning different things to different people. Much confusion is attributable to current academic trends in philosophy or literary theory, and it is hard to know how best to approach the question. In its responsible form, however, the endeavor to read Plato as a literary philosopher rests on principles neither arbitrary nor very new. It is therefore possible that restating some key traditional maxims can serve a constructive philological purpose. In the following, these are first presented under four general headings within section I and then (section II) illustrated with reference to the argument of Plato's Phaedo.1I1. Mimetic Drama versus Philosophical TreatisePlato's philosophical writings are evidently not methodical treatises. As literary dialogues carried on without the benefit of his participation, they are materials inconvenient for doxographers or dogmatic opponents. This does not mean that they are works meant to record the factual or even typical conversations of other persons, for the historical features they exhibit are subordinate to clearly fictional hypotheses. Plato's writings accordingly resist the assumption that they convey simply anyone's philosophical doctrines, if by this we mean definite theses to which a thinker is theoretically committed.2 So Plato's dialogues are different from what the form became especially later, where it often served the needs of technical instruction or religious disputation; in such dialogues teachings indeed appear straightforwardly as statements of designated characters. But in Plato's genuinely dramatic compositions none of the personae can be assumed to speak for the author—even where a paraenetic hypothesis for a discussion might suggest otherwise. Plato's role as a major figure in the history of philosophy has made this recognition hard for students of his dialogues. Modern philosophical exegesis remains rooted in its earlier professional habits, and the most dogged attempts of recent times to elicit a Platonic doctrine in this way betray an ecclesiastical background with tolerable clarity.3 Thus a superficially [End Page 372] plausible approach takes the apparent protagonist as a philosophical spokesman for the author himself. Socrates, who was Plato's teacher and philosophical model, most often seems to serve this role and thus seems to have been the paradigm for a Timaeus, Critias, or occasionally nameless understudy. On such an assumption a Platonic teaching (whether unitary or developing) can be isolated from the statements or arguments made by dramatic characters of this type, who are presumably Plato's literary spokesmen. This is to feel one psychagogic effect of the literary design, but it fails to do full justice to the dialogue form as used by Plato. Other dialogues can employ drama for the sake of their teachings, but what appear as teachings in Plato's dialogues can normally be understood as argumentative topoi included for the sake of a greater dramatic economy. And that so many of the dialogues feature unequal conversational relationships derives from the nature of the situations he fictionalizes, as well as the difference between the modern and ancient understandings of dialogue.4 Plato's dialogues accordingly need to be appreciated as real works of the literary art, conveying what they do as poetic wholes rather than as vehicles for views attributed to select characters.Plato's dialogues require a literary treatment in terms germane to their philosophical nature, for there lurks a complementary misunderstanding in readings that ignore key differences between ancient and modern principles of composition. Such readings either reduce philosophical significance or else can coalesce with doctrinal readings to ill effect. Thus, for instance, scholars will reduce the character Socrates to a kind of dramatic "hero."5 But the romantic hero is a modern invention distorting... (shrink)

Good Science is an account of psychological research emphasizing the moral foundations of inquiry. This volume brings together existing disciplinary critiques of scientism, objectivism, and instrumentalism, and then discusses how these contribute to institutionalized privilege and to less morally responsive research practices. The author draws on historical, critical, feminist, and science studies traditions to provide an alternative account of psychological science and to highlight the irreducibly moral foundations of everyday scientific practice. This work outlines a theoretical framework for thinking about (...) and practicing psychology in ways that center moral responsibility, collective commitment, and justice. The book then applies this framework, describing psychological research practices in terms of the their moral dilemmas. Also included are materials meant to aid in methods instruction and mentoring. (shrink)

ABSTRACT An examination of the use of the word “laboratory” before the nineteenth century yields two striking results. First, “laboratory” referred almost exclusively to a room or house where chemical operations such as distillation, combustion, and dissolution were performed. Second, a “laboratory” was not exclusively a scientific institution but also an artisanal workplace. Drawing on the historical actors' use of “laboratory,” the essay first presents (some necessarily scattered) evidence for the actual correspondence between artisanal and scientific laboratories in the eighteenth (...) century. A particularly instructive case is the way the equipment of the laboratory of the Prussian Academy of Sciences was acquired. There was, in this case, a direct transfer of instruments, vessels, and materials from a pharmaceutical to an academic laboratory. The essay then argues that we ought to distinguish between two different experimental traditions in the early modern period: experimental philosophy and the laboratory tradition that meshed studies of nature with technological innovation. (shrink)

The aim of this paper is to find how much AI can be useful or as an aid in developing listening skill. A review has been made to past studies as well as the recent developments and innovations made by linguists and teaching community, yielding relevant observations. The present writing is an attempt at exhibiting how much the latest technology is effective which has been tailor-made to suit determined purpose directed at developing the listening skills of EFL learners. It is (...) well established being significant and continues to gain importance in serving needs of education, sparking interest among students and teachers, the latter for innovating delivery of lessons. Teaching EFL college level students uses English as the medium of instruction for language teaching subjects. It is, however, noticed that difficulties crop up at school, where the students use native language for learning syllabi-related subjects, and where it is noticed that there is low comprehension capacity in the learners that needs to be pushed up to learn second language with success. The present research effort has brought to light the difficulties experienced by students in English learning as they struggle to reach a reasonable level of learning with success. This is despite there being other materials to use where old/traditional system is otherwise thought adequate. Modern approaches were brought into use by which AI-powered tools have removed difficulties they used to experience learning the traditional way resorting to written prescribed books; they experienced that books were monotonous and boring. The researchers made quite a few studies in different educational institutions and recognized the ability of AI aided media to make listening skill learning and teaching of English interesting and easy. AI has enabled educators to develop material and make it user-friendly and student-oriented for facilitating language learning easy. Language Listening builds enhanced capacity enabling EFL students to hear sounds of words of English using AI-aided tools. The present paper has discovered the utility of modern virtual tools as significant in facilitating learners’ success in developed listening skill. Tools which are created using AI have proved very help as they extend tremendous help in increasing and developing practical listening skills of not only the teachers but also, and primarily, the EFL students. (shrink)

PUTNAM has made highly regarded contributions to mathematics, to philosophy of logic and to philosophy of science, and in this book he brings his ideas in these three areas to bear on the traditional philosophic problem of materialism versus (objective) idealism. The book assumes that contemporary science (mathematical and physical) is largely correct as far as it goes, or at least that it is rational to believe in it. The main thesis of the book is that consistent acceptance of (...) contemporary science requires the acceptance of some sort of Platonistic idealism affirming the existence of abstract, non-temporal, non-material, non-mental entities (numbers, scientific laws, mathematical formulas, etc.). The author is thus in direct opposition to the extreme materialism which had dominated philosophy of science in the first three quarters of this century. The book can be recommended to the scientifically literate, general reader whose acquaintance with these areas is limited to the literature of the 1950’s and before, when it had been assumed that empiricistic materialism was the only philosophy compatible with a scientific outlook. To this group the book presents an eye-opening challenge fulfilling the author’s intention of “shaking up preconceptions and stimulating further discussion”. QUINE’S book is not easy to read, partly because the level of sophistication fluctuates at high frequency between remote extremes and partly because of convoluted English prose style and devilish terminology. Almost all of the minor but troublesome technical errata in the first printing have been corrected [see reviews, e.g., the reviewer, Philos. Sci. 39 (1972), no. 1, 97–99]. In the opinion of the reviewer the book is not suitable for undergraduate instruction, and without external motivation few mathematicians are likely to have the patience to appreciate it. Nevertheless, a careful study of the book will more than repay the effort and one should expect to find frequent references to this book in coming years. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Crystal Order That Is Most Concrete:The Wittgenstein HouseHui Zou (bio)IntroductionIn the instruction of architectural history, some historical references have to be mentioned in terms of the relationship between building and language. In Chapter I, Book II, of The Ten Books on Architecture, the ancient Roman theorist Vitruvius discussed the "origin of the dwelling house." According to him, the "primitive hut" originated from the gathering of men around a (...) fire through communicating in language.1 In the primitive hut, the origin of architecture was co-presented with the origin of language; the language helped establish a harmonic relationship, which developed builders' construction collectivity. Such a language-collectivity relationship was witnessed in the record of the Tower of Babel in the biblical scripture where the Lord decided to stop the human beings' construction of the tower by "confus[ing] their language there."2 During the Renaissance, the alphabetic language and the design of buildings were correlated through the application of geometry that was supposed to embody the "divine proportion." In the Franciscan professor Luca Pacioli's book On Divine Proportion, letters of the alphabet were geometricized to become objects of contemplation for tracing "God's light."3 In Chinese gardens, there has been a long tradition of naming a specific view with a poetical phrase that thematicized the scene into a meaningful unity of the view and the viewer—jing.4 In all these historical cases, language and building were integrated into a cosmological picture grounded in divine transcendence.After the modernism in architectural history of the 1960s and 1970s, a loss of meaning in architecture was widely observed,5 and the interrelationship between language and architectural design began to emerge as a prominent issue. Several trends in architectural theories during the 1960s and 1970s studied how meaning was created through architectural design. One was the post-modern development in architecture that sought to apply classic architectural elements to the facades of new buildings as gestures to [End Page 22] the past.6 Another trend was phenomenological, which attempted to discover a common language of building contexts that led to building humanized living environments.7 Yet another trend was to apply linguistic approaches to the rational methodology of architectural analysis.8 The analogy of building with language was provoked by an impelling sense of the crisis that the traditional embodied order was being lost in the prevalent instrumentalized practice of architecture.The predicament of the loss of meaning in contemporary architecture can be traced as far back in philosophy as the splitting of mind and body proposed by René Descartes in the seventeenth century. This split began to distance architecture from its traditional embodiment of transcendental meanings in the second half of the eighteenth century9 and finally led to the division of the metaphysical and physical parts in modern architecture, especially after the industrialization of the nineteenth century. Correspondingly, language became an instrumental means for architecture to impose posterior "ideas" to the material bodies of buildings rather than acting as an inherent component of architectural design for the creation of meaning in architecture. The desire for meanings in modern architecture, based on the split of the metaphysical and physical, theoretically catered to linguistic research, such as semiotics, and tended to define architecture as a symbol. The linguistic structure of signifier-signified was, however, coarsely transplanted into architectural theory and reduced architectural symbolism to a simple dualism of idea and form in which the former was usually arbitrarily applied to the latter by a designer. Such an arbitrary imposition of external "meanings" onto an architectural form through language intensified their separation, which in turn produced nihilism in architecture.The lessons learned from the transplantation of linguistic studies into architectural theories remind us that we need to pay close attention to the historical events that could open up the interaction between language and building and reveal the "fundamental linguistic character of our experience of the world" in Gadamer's sense.10 A house designed and built by Austrian philosopher Ludwig Wittgenstein (1889-1951) provides a unique case for us to contemplate this issue. My historical study of the Wittgenstein House is not to understand Wittgenstein's subjective intentions... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Motion and Mercutio in Romeo and JulietDaryl W. PalmerThere is nothing permanent that is not true, what can be true that is uncertaine? How can that be certaine, that stands upon uncertain grounds? 1It is by now a commonplace in modern scholarship that drama, particularly Tudor drama, poses questions, rehearses familiar debates, and even speculates about mere possibilities. 2 In 1954, Madeleine Doran spelled out some of the ways (...) in which debate "affected the structure of Elizabethan drama." 3 In turn, Joel B. Altman, having eloquently extended Doran's examination, concludes that "the plays functioned as media of intellectual and emotional exploration for minds that were accustomed to examine the many sides of a given theme, to entertain opposing ideals, and by so exercising the understanding, to move toward some fuller apprehension of truth that could be discerned only through the total action of the drama." 4 Altman points to Henry Medwall's Fulgens and Lucres (c. 1490) as an exemplar of this practice. Although the interlude instructs and entertains, "the center of interest has shifted from demonstration to inquiry. The action develops not from an abstract assertion, but from a specific question: who is the nobler man, Cornelius or Gaius?" 5 By the time William Shakespeare began to write his plays, inquiry was an essential part of dramatic construction. So Juliet asks, "What's in a name?" 6 Hamlet opens with the question: "Who's [End Page 540] there?" (1.1.1), and achieves a kind of apotheosis in the figure of its hero: "To be, or not to be, that is the question..." (3.1.55). Everyone recognizes these familiar questions, and we know (or think we know) how to describe the most viable answers. I want to suggest, however, that this familiarity has dulled our appreciation of the drama's interrogative range. As a way of resisting this tendency, I want to argue that Shakespeare's Romeo and Juliet takes up an ancient conversation about motion, a dialog that originates with the pre-Socratics. This is not to say that the play is ultimately about motion. It obviously engages a panoply of thematic materials. I have simply chosen, in this limited space, to concentrate on the way the playwright stages his questioning as a kind of fencing lesson. My goal is to produce neither a "reading" of the play nor an allegory of philosophy, but rather to recollect the ways in which Shakespeare's drama qualifies and extends an ancient interrogative tradition. In so doing, I follow Stanley Cavell who maintains "that Shakespeare could not be who he is—the burden of the name of the greatest writer in the language, the creature of the greatest ordering of English—unless his writing is engaging the depth of the philosophical preoccupations of his culture." 7Some of the most venerable documents of Western philosophy fix on the problem of motion. If we go back more than 2,300 years, we come upon Plato's Theaetetus, in which Socrates explains a "first principle" to the title character, namely that "the universe really is motion and nothing else." 8 A kind of history lesson in ontology and epistemology, this tentative explanation has its origins in Heraclitus or Empedocles or Protagoras or some combination of the aforementioned. Perhaps the most famous expression of this ideal comes from Heraclitus: "You cannot step twice into the same river, for other waters and yet others go ever flowing on." 9 More to the point is the following declaration from the same philosopher: "Everything flows and nothing abides; everything gives way and nothing stays fixed." 10 In this spirit, Protagoras declares, "All matter is in a state of flux." 11 Such precedents provide the backdrop for Socrates in the Theaetetus as he summarizes: "The point is that all these things are, as we were saying, in motion, but there is a quickness or slowness in their motion" (Thea, 156c). In this historical spirit, he identifies "a tradition from the ancients, who hid their meaning from the common herd in poetical figures, that Oceanus and Tethys, the source of all things, are flowing streams and nothing is at rest" (Thea, 180d–e).To... (shrink)

The second volume of this comprehensive anthology covers the twentieth and early twenty-first centuries. The anthology is broad ranging both in its selection of material by figures traditionally acknowledged as being of central importance, and in the material it presents by a range of other figures. The material in this volume is presented in three sections. The first, “Power and the State,” includes selections by such figures as Goldman, Lenin, Weber, Schmitt, and Hayek. Among those included in the “Race, Gender, (...) and Colonialism” section are de Beauvoir, Gandhi, Fanon, and Young. The third and by far the longest section, “Rights-Based Liberalism and its Critics,” focuses on the many interrelated directions that social and political philosophy has taken since the publication of John Rawls’s ground-breaking _A Theory of Justice_ in 1971. In order to better meet the needs of today’s students, the editors have made every effort to include accurate and accessible translations of the readings. Additionally, every selection has been painstakingly annotated, and each figure is given a substantial introduction highlighting her or his major contributions within the tradition. For figures of central importance, the editors have included extended introductions that place the figure in the context of intellectual history as well as of political thought. In order to ensure the highest standards of accuracy and accessibility, the editors have consulted dozens of leading academics during the course of the volume’s development. The result is an anthology with unparalleled pedagogical benefits; _The Broadview Anthology of Social and Political Thought_ sets the new standard for social and political philosophy instruction. (shrink)

What is one doing when one improvises music, as one does in jazz? There are two sorts of account prominent in jazz literature. The traditional answer is that one is organizing sound materials in the only way they can be organized if they are to be musical. This implies that jazz solos are to be interpreted with the procedures of written music in mind. A second, more controversial answer is offered in David Sudnow's pioneering account of the phenomenology (...) of improvisation, Ways of the Hand. Sudnow claims that learning to improvise at the piano is concerned centrally with copying the bodily ways of one's mentors and finding how one's instructable hands and the keyboard come to answer to one another, so that "to define jazz ... is to describe the body's ways." But despite its greater sensitivity over the traditional account, Sudnow's account is flawed both as a description of how improvisatory skill is acquired and as a model for describing the interest of jazz. My critique of Sudnow compares his account to Augustine's account of learning language, and finds that Wittgenstein's criticisms of Augustine extend to Sudnow. I offer a third approach to understanding improvised music, one which treats the procedures of improvisation as derived from, and importantly at play in, our everyday actions. (shrink)

In this paper, we discuss our approach to developing engaging course content linked to distinct learning outcomes on the topic of academic authorship. Academic authorship is a critical element of research culture and responsible conduct of research (RCR) courses. Drawing on instructional design methods, our online course aims to stimulate critical thinking about ethical authorship practices and to help students develop skills for resolving authorship-related conflicts. The course is scaffolded to facilitate engagement by tying video and podcast-style media, a (...) choice-based interactive simulation, and traditional case study activities, to specific learning objectives. We describe how each instructional technique enhances student engagement and learning for the paired objective, and the benefits of the holistic course design. Finally, we illustrate how RCR instructors can incorporate our materials in full or in part into their own course curricula and encourage others to use our course development approach when designing their own courses. (shrink)

This volume features a careful selection of major works in political and social philosophy from ancient times through to the present. Every reading has been painstakingly annotated, and each figure is given a substantial introduction highlighting his or her major contribution to the tradition. The anthology offers both depth and breadth in its selection of material by central figures, while also representing other currents of political thought. Thirty-two authors are represented, including fourteen from the 20th century. The editors have made (...) every effort to include translations that are both readable and reliable. In order to ensure the highest standards of accuracy and accessibility, the editors have consulted dozens of leading academics during the course of the volume’s development . The result is an anthology with unparalleled pedagogical benefits; The Broadview Anthology of Social and Political Thought sets the new standard for social and political philosophy instruction. (shrink)

As David White explains in the Introduction to Tantra in Practice, Tantra is an Asian body of beliefs and practices that seeks to channel the divine energy that grounds the universe, in creative and liberating ways. The subsequent chapters reflect the wide geographical and temporal scope of Tantra by examining thirty-six texts from China, India, Japan, Nepal, and Tibet, ranging from the seventh century to the present day, and representing the full range of Tantric experience--Buddhist, Hindu, Jain, and even Islamic. (...) Each text has been chosen and translated, often for the first time, by an international expert in the field who also provides detailed background material. Students of Asian religions and general readers alike will find the book rich and informative. The book includes plays, transcribed interviews, poetry, parodies, inscriptions, instructional texts, scriptures, philosophical conjectures, dreams, and astronomical speculations, each text illustrating one of the diverse traditions and practices of Tantra. Thus, the nineteenth-century Indian Buddhist Garland of Gems, a series of songs, warns against the illusion of appearance by referring to bees, yogurt, and the fire of Malaya Mountain; while fourteenth-century Chinese Buddhist manuscripts detail how to prosper through the Seven Stars of the Northern Dipper by burning incense, making offerings to scriptures, and chanting incantations. In a transcribed conversation, a modern Hindu priest in Bengal candidly explains how he serves the black Goddess Kali and feeds temple skulls lentils, wine, or rice; a seventeenth-century Nepalese Hindu praise-poem hammered into the golden doors to the temple of the Goddess Taleju lists a king's faults and begs her forgiveness and grace. An introduction accompanies each text, identifying its period and genre, discussing the history and influence of the work, and identifying points of particular interest or difficulty. The first book to bring together texts from the entire range of Tantric phenomena, Tantra in Practice continues the Princeton Readings in Religions series. The breadth of work included, geographic areas spanned, and expert scholarship highlighting each piece serve to expand our understanding of what it means to practice Tantra. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:"Awe-Inspiring, in Truth, Are the Mysteries of the Church":Eucharistic Mystagogy and Moral Exhortation in the Preaching of St. John ChrysostomDaria SpezzanoWe entrust to You, loving Master, our whole life and hope, and we ask, pray, and entreat: make us worthy to partake of your heavenly and awesome Mysteries from this holy and spiritual Table with a clear conscience; for the remission of sins, forgiveness of transgressions, communion of the (...) Holy Spirit, inheritance of the kingdom of heaven, confidence before You, and not in judgment or condemnation.—Liturgy of St. John Chrysostom"Awe-inspiring, in truth, are the mysteries of the Church; awesome, in truth, her altar."1 St. John Chrysostom was a founding figure in the development of the Byzantine mystagogical tradition, not only because he is associated with the Divine Liturgy,2 but also because of his preaching on [End Page 413] the Eucharistic mysteries, woven throughout the scriptural exegesis of his liturgical homilies.3 The themes he sounded, in particular the continual exhortation to his hearers to be mindful and properly disposed for the terrible and awe-inspiring mysteries, would become part of the fabric of Byzantine liturgical spirituality. But Chrysostom's influence extends to the West as well, for instance to Thomas Aquinas, who, it is said, would rather have Chrysostom's homilies on Matthew than be lord of Paris,4 and who shares with Chrysostom the title of "Doctor of the Eucharist."5 While the promotion of reverence in liturgical celebration and the demands of social justice are sometimes perceived today as being in tension with each other, for Chrysostom they are inseparable. In accord with the Second Vatican Council's teaching in Sacrosanctum Concilium that the Eucharist is "the source and summit of Christian life," the Catechism of the Catholic Church chooses a quote from Chrysostom to instruct that "the Eucharist commits us to the poor."6 It does so with good reason. Chrysostom urgently and vividly preaches to his wealthy congregation that not only must they approach the altar with awe and holy fear, but they must care for the poor in order to receive the Eucharist worthily. Here his characteristic moral exhortations to almsgiving find their deepest source: without care for the poor, one eats and drinks the Eucharist, like Judas at the Last Supper, to one's own condemnation.Chrysostom's Eucharistic MystagogyChrysostom's preaching on the Eucharist is profoundly rooted in Scripture and shaped by his theological and pastoral concerns. Mystagogy, as Jean [End Page 414] Daniélou has pointed out, is an exegesis of the rites: "It consists of reading in the rites the mystery of Christ and contemplating under symbols the invisible reality."7 The mystagogy of the Greek Fathers is shaped by local traditions, as is their scriptural exegesis. While the distinction risks being overdrawn, Alexandrian mystagogy is characterized by anagogy, while Antiochene mystagogy—including Chrysostom's—by a focus on the relation of the liturgy to the historical events of Christ's earthly life.8 Unlike his contemporary Theodore of Mopsuestia, however, Chrysostom is not concerned to assign to each liturgical action a specific mimetic meaning. Chrysostom everywhere "reads in the rites the mystery of Christ," exemplifying Daniélou's observation that this mystery is the one object of the Christian faith, subsisting under different modes:It is prefigured in the Old Testament; it is accomplished historically in Christ's life on earth; it is contained in the mystery of the sacraments; it is lived mystically in souls; it is accomplished socially in the Church; it is fulfilled eschatologically in the heavenly kingdom.9For Chrysostom, the entire liturgy has a "mystery character," because it is "so much an anamnesis of the saving work of Christ and a revelation of heavenly reality that its earthly form is wholly irradiated by these aspects."10 Chrysostom uses the term "mystery" in relation not only to the sacraments, but more fundamentally to the entire economy of redemption, flowing from the Paschal mystery, in which they operate. The mystery is a secret except to faith; it expresses a relation between, on the one hand, a historic event of salvation history or a material element of the... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Being-Moved: Rhetoric as the Art of Listening by Daniel M. GrossNathaniel A. RiversBeing-Moved: Rhetoric as the Art of Listening. By Daniel M. Gross. Oakland: University of California Press, 2020. 260 pp. Paper $34.95. ISBN: 9780520340466.September 29, 2008. Radiohead front man Thom Yorke sits frustrated at his piano. Live on stage. He is trying to start a song, but something is tripping him up. The song is “Videotape,” and (...) he cannot start playing it. “Temporary loss of information,” he mumbles to an expectant crowd.The song “Videotape” is syncopated, meaning there is a “placement of rhythmic stresses or accents where they wouldn’t normally occur” (Wikipedia 2021). Practically, it means that Yorke is joining a song already in progress: there is a beat before the beat that “starts” the song. Yorke, then, is starting the song not on the down beat but after the down beat—after the song has already started. He needs to hear something before he can play anything. He needs to hear the beat before he can sing. “Give me the fuckin’ hi-hats only,” he asks.Yorke is moved by the drum and a beat not his alone. It is a beat preceding him to which he must become subject. He needs to listen, but it is a particular kind of listening: a passive listening that makes him, as it were, “subject to the instruction of others” (Gross 137).Like Yorke on stage in 2008, I struggled to start and write this review. Not for any fault in the book, which is clear and concise, complex and compelling, but because I wanted to write a review that practiced the art of listening Gross cultivates:Active listening [“auditor-as-judge”], as it is understood by theoreticians and practitioners of persuasion from classical antiquity through today, only takes off at dusk like Hegel’s owl of Minerva, leaving behind obscurities of our daily lives including our susceptibility [End Page 190] to advertising, our political apathy, our immersion in common-sense, our lovely credulity, our vulnerability to others, our very capacity to learn and change. We have much work ahead when it comes to the theoretical and practical nuances of listening in its passive dimensions.(137)This review practices listening to this call in this way. The worry remains that the genre of the book review tends toward what Gross identifies as active listening: the judge, the critic. I should probably be the “active listener-as-judge” (83). Surely, a good reviewer should protect future readers from a “bad teacher” (131). But how should a book review practicing passive listening read? Does it aim for learning? Surely. Credulity? Why not. Subjection? Hmm.... It is, after all, subjection that lies at the heart of Gross’s book. Subjection is the beat before the beat that is rhetoric, an art forever syncopated.There are many aspects of Gross’s argument, which I will hear out below, but key for me, and crucial for Gross’s argument, is his emphasis on passive dispositions (e.g., apathy, adherence, suggestibility, attentiveness, etc.) crucial to political formations and so vital to rhetoric. Being moved, toward which rhetoric (sacred rhetoric especially) bends, must admit not only to the prowess and power of the rhetor but also, necessarily, to the “basic vulnerability that lies at the heart of political agency itself ” (1). Indeed, “Rhetoric as a life science depends upon those lives affected” (8). Because of this dependence (and dependencies saturate the arts of listening), “rhetoric offers much more detail because it is the traditional domain where subjection is both theorized and practiced” (3).To articulate this offer, Gross works through what he describes as the “orphaned materials of modernity [that] often turn out to be vital strains of a different geology altogether” (12). Gross is here describing his own historiographic methodology. There are other things to hear in and about rhetoric. The core of his argument isn’t simply that listening is a practice important to rhetoric, with listening understood as a kind of critical facility—what Gross calls “active listener-as-judge” (83–84). Listening, for Gross, through his approach to Heidegger, bears upon being and becoming... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Rediscovering the Imprecatory Psalms:A Thomistic ApproachGabriel Torretta O.P.WHILE DEBATING the structure of the new Liturgy of the Hours, some members of the Consilium for the Implementation of the Constitution on the Liturgy (Consilium ad exsequendam Constitutionem de Sacra Liturgia) drew attention to certain so-called imprecatory psalms1 that contained material they deemed problematic for the modern person of prayer, describing the passages as “offensive to modern sensibilities”2 and arguing that (...) the “spiritual discomfort caused by expressions of anger and revenge... is felt especially by the younger people and by those who say the Office in the vernacular.”3 After a great deal of debate about whether these concerns justified the removal of certain psalms from the Liturgy of the Hours,4 Pope Paul VI decreed that “a selection be made of psalms better suited to Christian prayer and that the imprecatory and historical psalms be omitted,” without further [End Page 23] specification.5 To this end, 120 verses were omitted from the Liturgy of the Hours text,6 comprising three whole psalms and additional verses from nineteen others.7 In explaining the decision, the General Instruction of the Liturgy of the Hours makes the following statement:Three psalms (58[57], 83[82], and 109[108]) have been omitted from the Psalter cycle because of their curses; in the same way, some verses have been omitted from certain psalms, as noted at the head of each. The reason for the omission is a certain psychological difficulty, even though the psalms of imprecation are in fact used as prayer in the New Testament, for example, Rv 6:10, and in no sense to encourage the use of curses.8The concern about the suitability of certain strident verses from the Psalter for contemporary prayer noted in this passage [End Page 24] is not limited to texts for Roman Catholic worship; the current editions of the United Methodist Hymnal, the Revised Common Lectionary, and the Episcopal Sunday Lectionary have also omitted certain of the imprecatory psalms and edited out a number of verses in others.9 A question naturally emerges from this common concern about imprecation in public prayer: Does the “psychological difficulty” raised by certain passages of the Psalter mean that Christians cannot or may not any longer pray the psalms of imprecation publically?This question, pressing as it may be for compilers of liturgical books and those who recite the Psalter as part of their daily lives of prayer, has been surprisingly neglected in the scholarly realm. A handful of articles throughout the twentieth and early twenty-first centuries has addressed different aspects of imprecation in the Scriptures,10 and three short monographs have attempted to provide a theological interpretation of the imprecatory psalms, with an eye to their use in preaching.11 Moreover, in response to Pope Benedict’s discussion of the [End Page 25] “dark” passages of the Bible in Verbum Domini,12 another recent book has attempted to provide a hermeneutic for Scripture’s most difficult passages, although without particularly focusing on the Psalter or imprecation.13 Although often limited in its scope, this body of scholarship has provided many fruitful insights into the historical-critical context and contemporary relevance of the psalms; a notable lacuna, however, is a treatment of major figures from the Christian theological tradition who have engaged seriously with the issue of imprecation.To begin to address this lacuna, this article will examine Thomas Aquinas’s use of the imprecatory psalms and verses that have been omitted from the contemporary Liturgy of the Hours, as a way to understand the place of imprecation in prayer in the concrete practices of the Church today. I argue that Thomas’s multi-layered, literal hermeneutic of imprecation in the Scriptures provides a theological and practical foundation for a much-needed reappropriation of the imprecatory psalms in the public liturgy of the Church. To see why this is so, I will first elaborate the status quaestionis in contemporary scholarship, then I will trace Thomas’s theology of imprecation through his commentary on relevant psalms, and lastly I will address the relevance of Thomas’s theory for the present day.I. Imprecation... (shrink)