The research interest of this article is focused on determining the level of influence of Adventist ideas on the formation of the religious identity of the founder of the Bible Students (later Jehovah's Witnesses) and the Watch Tower Society, Charles Taze Russell. As a result of the analysis of the works of Russell and his associates, an attempt was made to explore the attitude of Russell and his supporters to Adventism as a whole. Also, in (...) the opposite direction, the influence of Adventism on the formation of Russell's doctrinal system is determined. Selected aspects of the religious identity of Russell and the Bible Students are identified in the context of searching for answers to the question “Why did Russell deny any influence of Adventism on the formation of his personality?” In the context of scientific research, it has been established that in Russell's time, society treated with contempt the scattered descendants of the Millerites, who suffered a public failure on October 22, 1844. Accordingly, when Russell was asked why certain aspects of his beliefs were similar to Adventist ideas? He replied that his teaching had nothing in common with Adventism. However, in his autobiography, Russell acknowledged the fact that the influence of Adventists on his personal development occurred during his spiritual quest in his youth. Consequently, there are a number of Adventist positions with which Russell strongly disagrees. Namely, the events at the Second Coming of Christ, the method of the Savior’s return to earth, and the method of saving the faithful and the unfaithful. There are also a number of provisions with which he agreed. For example, a look at the unconscious state of the dead, the expectation of the imminent return of Christ to earth, and an emphasis on the study of biblical prophecies of the books of Daniel according to two criteria. First is the emphasis on the second coming of Christ. Secondly, the fulfillment of biblical prophecies in the context of prophetic periods. At the same time, in his approving comments about these two aspects of Adventist teaching, he repeatedly emphasized that Adventists had stopped in their research. That is why we summarize that the religious identity of Russell and his supporters contains Adventist ideas (not to be identified with the modern Seventh-day Adventist Church), which Charles Taze Russell and the Bible Students have constantly denied. (shrink)

Jehovah's Witnesses are students of the Bible. They refuse transfusions out of obedience to the scriptural directive to abstain and keep from blood. Dr Muramoto disagrees with the Witnesses' religious beliefs in this regard. Despite this basic disagreement over the meaning of Biblical texts, Muramoto flouts the religious basis for the Witnesses' position. His proposed policy change about accepting transfusions in private not only conflicts with the Witnesses' fundamental beliefs but it promotes hypocrisy. In (...) addition, Muramoto's arguments about pressure to conform and coerced disclosure of private information misrepresent the beliefs and practices of Jehovah's Witnesses and ignore the element of individual conscience. In short, Muramoto resorts to distortion and uncorroborated assertions in his effort to portray a matter of religious faith as a matter of medical ethical debate. (shrink)

This bold and lively essay is one of those rarest of intellectual achievements, a big small book. In its short length are condensed enormous erudition and impressive analytical scope. With verve and self-assurance, it addresses a broad, central question: How can we improve our understanding of the large-scale processes and structures that transformed the world of the nineteenth century and are transforming our world today? Tilly contends that twentieth-century social theories have been encumbered by a nineteenth century heritage of “pernicious (...) postulates.” He subjects each misleading belief to rigorous criticism, challenging many standard social science paradigms and methodologies. As an alternative to those timeless, placeless models of social change and organization, Tilly argues convincingly for a program of concrete, historically grounded analysis and systematic comparison. To illustrate the strategies available for such research, Tilly assesses the works of several major practitioners of comparative historical analysis, making skillful use of this selective review to offer his own speculative, often unconventional accounts of our recent past. Historically oriented social scientists will welcome this provocative essay and its wide-ranging agenda for comparative historical research. Other social scientists, their graduate and undergraduate students, and even the interested general reader will find this new work by a major scholar stimulating and eminently readable. This is the second of five volumes commissioned by the Russell Sage Foundation to mark its seventy-fifth anniversary. "In this short, brilliant book Tilly suggests a way to think about theories of historical social change....This book should find attentive readers both in undergraduate courses and in graduate seminars. It should also find appreciative readers, for Tilly is a writer as well as a scholar." —Choice. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Philosophy’s Second Revolution: Early and Recent Analytic Philosophy by D. S. Clarke, and: The Rise of Analytic Philosophy ed. by Hans-Johann Glock, and: Early Analytic Philosophy: Frege, Russell, Wittgenstein. Essays in Honor of Leonard Linsky by William W. TaitCharles LandesmanD. S. Clarke. Philosophy’s Second Revolution: Early and Recent Analytic Philosophy. Chicago: Open Court Publishing Company, 1997. Pp. xii + 232. Cloth, $42.95. Paper, $19.95.Hans-Johann Glock, editor. The Rise (...) of Analytic Philosophy. Oxford: Blackwell Publishers, 1997. Pp. xiv + 95. Paper, $19.95.William W. Tait, editor. Early Analytic Philosophy: Frege, Russell, Wittgenstein. Essays in Honor of Leonard Linsky. Chicago: Open Court Publishing Company, 1997. Pp. viii + 291. Cloth, $54.95. Paper, $26.95.A remark once made by a justice of the Supreme Court about pornography may also apply to analytic philosophy: one can’t define it, but one knows it when one sees it. Can one do better than this? For D. C. Clarke, Western philosophy has undergone two revolutionary breaks with its past: the first initiated by Descartes directed against classical philosophy and the second initiated at the turn of this century that came to be known as analytic philosophy. (Continental philosophy is barely mentioned. Heidegger is briefly referred to as a bad example of a philosopher who “employs vacuously general language better designed for expressing attitudes than for advancing claims vulnerable to criticism” [192].) A revolutionary shift of framework, for Clarke, eliminates a whole set of problems. Even though the problems discussed by analytic philosophers seem similar to many of those discussed by Plato and Descartes, in fact the relation is tenuous, and current problems have new meanings (190).Clarke offers little help in defining analytic philosophy for “we find today the clear sense of purpose of analytic philosophy which flourished forty years ago being replaced by a variety of programs sharing no easily discernible common thread” (xi). It looks as if the revolutionary élan has been replaced by business as usual. Clarke’s volume is not, however, a history of analytic philosophy but a survey intended for students and the general reader of the views of analytic philosophers on a selected group of problems: approaches to language, the relation of mind to body, the nature of belief, knowledge, and understanding, the relation between philosophy and science, ethics, and philosophical method. Clarke discusses each issue with clarity and insight and argues for his own views, which are always interesting. He criticizes the current tendency in analytic philosophy toward excessive specialization and argues that the special task of philosophy is to search for a framework capable of integrating various aspects of culture. He emphasizes the importance of the study of the history of philosophy: “The central concepts of any integrating framework are few.... The history of philosophy is an indispensable aid in providing such understanding in choosing those [End Page 481] concepts that can serve this function in the present” (191). This book can be recommended for courses in analytic philosophy and in the history of philosophy in the twentieth century.Most of the essays in the volume edited by Glock are concerned to advance ways of characterizing analytic philosophy. Most of them reject Dummett’s claim that analytic philosophy is distinguished by its concern with explaining thought by giving an account of language. In his essay, Dagfinn Føllesdal recognizes the difficulty of constructing any useful classification of intellectual trends. Because analytical philosophy cannot be characterized by reference to doctrines or problems, he proposes to distinguish it by reference to its approach to philosophical problems: “analytic philosophy is very strongly concerned with argument and justification. An analytic philosopher asks: what reasons are there for accepting or rejecting this position?” (7). The interest in language is merely an offshoot of this more fundamental concern. It follows that “the analytic/non-analytic distinction runs across other divisions.... Whether one is an analytic philosopher depends on what importance one ascribes to argument and justification” (14). Thus Aquinas and Descartes, among others, count as analytic philosophers but not Heidegger or Derrida because “they predominantly make use of rhetoric” (12). Føllesdal thinks that there are ethical reasons for being an analytic philosopher... (shrink)

Russell’s Human Society is a fun book to read, but meta-ethically it is a bit of a mess. There is much wit and some wisdom, though both the wit and the wisdom are more conspicuous when he is discussing human nature and human society than when he is discussing the finer points of ethical theory. (I particularly like his frequent complaints that human behavior seldom rises to the level of enlightened self-interest. If only we could manage to be intelligently selfish, (...) the world would be a much better place.) The drift of the argument is sometimes difficult to discern, partly because of has frequent digressions to make bon mots, and partly because of his dialectical method of presentation, which approaches what he takes to be the truth via a series of successive approximations. Human Society in Ethics and Politics was published in 1954, but the meta-ethical bits were originally written some years earlier and intended for inclusion in Human Knowledge: Its Scope and Limits, (1948). Russell held them back because he was not sure whether ethical propositions rose to the dignity of knowledge. He continued to be doubtful about this, but by the early 1950s his doubts had sufficiently dissipated for publication to become a possibility. Nevertheless, there are marked analogies between the two books. Human Knowledge attempts to establish the existence of a mindindependent world on the basis of private perceptions. Human Society attempts to establish an ethic that is in some degree independent of individual minds on the basis of subjective sentiments. (shrink)

_Russell on Ethics_ presents a coherent and comprehensive collection of Russell's ethical writings, drawing on a wide range of his publications on ethical concerns, many of which have been difficult to access by students and general readers. Charles Pigden provides an accessible introduction to the papers, situating them within the field of ethics as a whole and detailed annotations on the papers themselves, analysing their arguments and exploring their relevance to current concerns. _Russell on Ethics_ represents a valuable insight (...) into Russell as an ethicist, which will be useful to both specialist and non-specialist alike. (shrink)

There are two main and several subsidiary difficulties with this paper.1The first main problem is that the authors, in calling for a revolution in the way that withdrawal of treatment cases are dealt with, fail to recognise that their desired revolutionary utopia is the ordinary workaday world of the law courts.The English law in relation to the administration of treatment to children, and the withdrawal of treatment from them, is straightforward: the only lawful treatment is that which is in the (...) child's best interests. The Children Act 1989 ) puts it slightly differently, but synonymously: the welfare of the child is the paramount consideration. Yes, the views of those holding parental responsibility are sought, but those views do not determine where the child's best interests lie. This is often misunderstood. One hears people talk about a parental veto on proposed treatment or a withdrawal of treatment. There is no such veto. There is a de facto presumption that a parent's views on what is in their child's best interests will coincide with what those best interests are, but that presumption is rebuttable, and is very commonly rebutted, for instance, as the authors note, in many Jehovah's Witness cases. …. (shrink)

Is the history of philosophy primarily a contribution to PHILOSOPHY or primarily a contribution to HISTORY? This paper is primarily contribution to history (specifically the history of New Zealand) but although the history of philosophy has been big in New Zealand, most NZ philosophers with a historical bent are primarily interested in the history of philosophy as a contribution to philosophy. My essay focuses on two questions: 1) How did New Zealand philosophy get to be so good? And why, given (...) that is so good (a point I am at pains to establish), has it apparently had so slight a cultural impact within New Zealand itself? Did we get the wrong Anderson – the uninspiring William, who was Professor at Auckland, rather than his talented younger brother John, who had such a huge cultural influence as Professor of Philosophy at Sydney? Perhaps but that can only be part of the story since we managed to attract even bigger stars, (notably Karl Popper) as well as breeding bigger talents of our own (Prior, Baier, Bennett, Mulgan, Hursthouse, Waldron and many more). Do we export our best talent? Sometimes – but the stars that stay and the stars who arrive don’t seem to have much impact in New Zealand itself however brightly they shine in the international philosophical firmament. Is it too esoteric? Perhaps, but esoteric philosophy can still have a cultural impact, witness, Moore, Popper and the younger Anderson. Is it, like many of New Zealand’s cultural products (from romance novels to movies), primarily intended for an international audience? That’s a large part of the answer but only a part. Another part of the answer is that philosophy HAS had a cultural impact but that impact is not readily apparent. For NZ philosophers have been less keen to push their ideological barrows and more keen to produce critical thinkers, and critical thinkers don’t all think alike. The logician George Hughes was apparently a life-changing teacher not because he had a nostrum but because he taught people to think. As one of his students said ‘the only ism you believe in is the syllogism’. On the whole the history of New Zealand Philosphy is a ‘From Log Cabin to White House’ tale, ‘From colonial obscurity through struggle and adversity to philosophical excellence’. But there are shadows in the picture. Some departments have nearly come to grief through bureaucratic and political misadventures, and it is hard to resist the suspicion that there is often an element of hostility to philosophers on the part of both university bureaucrats and fellow-academics. I speculate as to why this is the case (we are too argumentative and don’t confine our argumentative tendencies to the cloister) but conclude with some upbeat reflections. on the future of New Zealand Philosophy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Unmodern Philosophy and Modern Philosophy by John DeweyCharles A. HobbsJohn Dewey. Unmodern Philosophy and Modern Philosophy. Carbondale and Edwardsville: Southern Illinois University Press, 2012, 351 pp., index.John Dewey’s latest publication marks a watershed moment for scholarship in American philosophy, and, in addition to Dewey himself, we have editor Phillip Deen to thank for discovering it (among the Dewey papers in Special Collections at Morris Library of Southern Illinois (...) University) and editing it. We see Dewey late in life (early 1940s) engaged mainly in a critique of the modern, ancient, and (fragmentarily) medieval philosophical periods, which Dewey argues, are eras not nearly as distinct as traditional understanding admits. In the Introduction, Deen helpfully explains how we are now bequeathed incomplete but in most [End Page 122] cases quite robust chapter drafts that amount to another substantial work by Dewey. While published by Southern Illinois University Press, this volume is not itself part of The Collected Works of John Dewey. Still, the careful editing (of what are actually a number of manuscripts) is comparable in its excellence. There is also a well-done Index.The scope is twofold: retrospective and prospective. Chapters one through seven trace the development of so-called modern philosophy along with its central epistemological problem, with the aim being to demonstrate how thoroughly “unmodern” such philosophy has been. Then, chapters eight through fourteen constitute a genuinely modern approach that naturalistically and functionally undercuts the epistemic problem of subject/object and points to a revolution in the process of knowing.We turn to the retrospective, beginning in the first chapter with the acknowledgement that Dewey comes to philosophy itself as a kind of anthropologist, something we note as consistent with the influence of Franz Boas on Dewey (with whom Dewey was a colleague and intellectual ally at Columbia for about thirty-five years). This is further underscored by a lengthy quotation of anthropologist Bronislaw Malinowski on the meaning of culture (p. 290). The ongoing history of philosophy is itself a cultural activity. Indeed, citing James, Dewey declares that “The sickliest way in which a student of philosophy can approach his subject-matter is that of a search for ultimate impersonal revelation of truth.” (p. 16) Rather, let the philosopher have the pragmatic attitude of openness “... to truth from whatever source it comes” (ibid).With that, Dewey once again turns to the Greeks, who initiated “The Discovery of Rational Discourse” (Ch. III) as underscored by the Socratic means of cooperative discourse, with the dialogues—not lectures—being evidence of the Athenian philosophical revolution in turning “from discussing nature and giving an account of it to the examination of the nature and procedure of discussion and report” (p. 38). Yet this project, despite its initial promise, failed for lack of a genuine logic of experimentation or inquiry. Then philosophy focused on going beyond the natural, beginning with the medieval “Search for Salvation” (Ch. IV, a significantly less developed and unified chapter draft). “Modern” philosophers then rightly replaced grand cosmic schemes with a focus on human nature (Ch. V), but they went too far with their introspective methods, gradually resulting in the same consequence supernaturalism had produced: a dualism of mind and nature, as if human nature is somehow not a part of nature. As we recall from Human Nature and Conduct (1922), human nature is not independent of but rather interdependent (or, using Dewey’s later term, transactional) with the rest of nature. The key is to avoid hypostatizing mind and better to talk of culture as nature. [End Page 123]With the Renaissance onward, humans have been “Wandering between Two Worlds” (Ch. VI), and endless arguments between “rationalists” and “empiricists” overlook what these camps share, namely a psychology assuming a fundamental split between subjective/objective and assumptions about certainty as founded upon various first principles or substances. The result is the stagnation of philosophy while science flourishes. Dewey cites Bertrand Russell as an example of continued insistence on such a priori principles (p. 106).We find ourselves in an epoch split between scientism and moral and religious fundamentalism, the result of a lingering tenacious investment in bad elements from ancient and medieval... (shrink)

Jehovah’s Witnesses should be required to sign transfusion contracts in order to be eligible for transplant.Human donor organs continue to be in short supply, and many potential transplant recipients die while waiting for an allograft to become available.1 Because the organ supply is so limited and the offering of organs is based on the generosity of patients and families, proper stewardship of these organs is an ethical obligation for transplant teams, as well as organ recipients. Preventable graft loss must (...) be protected against, and factors that foster preventable graft loss—for example, non-compliance must be proactively contemplated when patients are reviewed as potential transplant candidates. Post-transplant treatment refusal is one example of behaviour that can compromise transplant success.JEHOVAH’S WITNESSES AS TRANSPLANT RECIPIENTSIt is widely known that one of the most significant teachings of the Jehovah’s Witness church is abstinence from receiving blood transfusions.2 Believers derive this tenet from the Bible verse: “You are to abstain from …blood”.3 While blood loss is a risk of transplant surgery, some centres do not view patient refusal of blood transfusion as a transplant exclusion criterion. The first published case of transplantation of a Jehovah’s Witness appeared in 1986 from the University of California Los Angeles heart transplant team.4 Since then, numerous other cases have been published, including liver,5 kidney,6 pancreas,6 and lung.7 For experienced centres with superior blood management skills, transplant can indeed be a surgical success; however, optimal blood management before and during surgery are only two thirds of the patient’s clinical time clock. In the remaining third, the post-transplant period, the patient has received his/her organ, yet the potential for clinical need of blood transfusion remains.THE DILEMMAWhether due to postoperative complication, or future illness or trauma, all transplant recipients have …. (shrink)

The history of philosophy can be seen either as a contribution to history or a contribution to philosophy or perhaps as a bit of both. Hutchinson fail on both counts. The book is bad: bad in itself (since it quite definitely ought not to be) and bad as a companion to Principia (since it sets students a bad example of slapdash, lazy and pretentious philosophizing and would tend to put them off reading Moore). As a conscientious reviewer I ploughed through (...) every page and I have to say that I resented every minute of my life that I wasted on the book. Don’t waste any of yours. (shrink)

The ability to extrapolate essential gist through the analysis and synthesis of information, prediction of potential outcomes, abstraction of ideas, and integration of relationships with world knowledge is critical for higher-order learning. The present study investigated the efficacy of cognitive training to elicit improvements in gist-reasoning and fact recall ability in 556 public middle-school students (grades seven and eight), versus a sample of 357 middle school students who served as a comparison group, to determine if changes in gist-reasoning and fact (...) recall were demonstrated without cognitive training. The results showed that, in general, cognitive training increased gist-reasoning and fact recall abilities in students from families in poverty as well as students from families living above poverty. However, the magnitude of gains in gist-reasoning varied as a function of gender and grade-level. Our primary findings were that seventh and eighth grade girls and eighth grade boys showed significant increases in gist-reasoning after training regardless of socioeconomic status. There were no significant increases in gist-reasoning or fact recall ability for the 357 middle school students who served in the comparison group. We postulate that cognitive training in middle school is efficacious for improving gist-reasoning ability and fact recall in students from all socioeconomic levels. (shrink)

Two studies examined the possibility that instruction in psychological methodology is committed to a philosophy of science, logical positivism, that is not adequately acknowledged and is empirically problematic. Study 1 suggested that psychology departments had more courses in methodology than corresponding physics departments, and psychology departments were far more likely to offer an introductory course in general methodology. Study 2 suggested that psychology had more introductory general methods textbooks than did physics. Both studies suggested psychology still presents itself as the (...) kind of science that was defined by logical positivism. Study 2 suggested psychology does this only implicitly in its texts and without acknowledging problematic features of that philosophy. Psychology methods texts commonly justified the importance of the scientific method by describing human cognitive fallibilities without cautioning that these same fallibilities could be seen alternatively as showing the problematic nature of the positivistic conception of scientific methodology. In several regards, texts conformed to Fleck's notion of “textbook science” and to Kuhn's description of science texts as “tourist brochures.” It was cautioned that an implicit appeal by psychology to logical positivism contradicts its claim that its methods and data are objective, transparent, and little influenced by philosophy, logic divorced from data, or authority. 2012 APA, all rights reserved). (shrink)

This study provides a comparison of thinking style and ethical decision-making patterns between 386 U.S. students and 506 students from the People’s Republic of China enrolled in undergraduate business education in their respective countries. Contrary to our expectations, the Chinese students demonstrated a significantly greater linear thinking style compared to American students. As hypothesized, both Chinese and U.S. students possessing a balanced linear and nonlinear thinking style profile demonstrated greater ethical intent across a series of ethics vignettes. Chinese students also (...) were more likely to adopt an act utilitarian rationale, an ethical philosophy that in practice may violate government regulations or social rules to benefit one’s family instead of society for explaining their decisions across the vignettes. We conclude with a discussion of important theoretical as well as practical and potential future implications based on this comparative study. (shrink)

Both the scholarly and certainly the popular literatures surrounding information and computing ethics make frequent reference to one or more revolutions. To be sure, in an age that has witnessed—and is increasingly driven by—rapid technological innovation and diffusion, it is tempting to believe that new technologies cannot help but to transform our lives and worlds in radical, dramatic, and thus revolutionary ways.

Self-efficacy as applied to language learning encompasses the belief in one’s ability to obtain mastery in a sought-after domain of linguistic competence by committing to goals and maintaining acquired skills. Intercultural communication and effectiveness are of interest to the professional and personal language goals of learners as their progress depends upon a strong motivation to put practical language skills to use when the real-world requires it. Studying or working abroad and engaging in intercultural training are two such contexts that bind (...) research in learner characteristics between applied linguistics and positive psychology as they provide a substrate of concrete interactions through language brokering, transformative experiences characterized by opportunities for changes in self-concept, negotiations with values and authenticity, and forms of interpersonal development underwritten by intercultural communication as an ability. The Self-Efficacy in Intercultural Communication Scale (SEIC) was developed by Peterson et al. (2011) in a sample of educators with overseas sojourning work experience. However, the original study lacked confirmatory analyses of internal and external validity that would provide clarity toward model identification and applicability for research that deals with intercultural communication competence across populations with diverse sample characteristics. A total of 876 teachers (M age = 37.48, SD = 10.81) and 266 university students (M age = 19.48, SD = 0.74) in Japan responded to items from the SEIC instrument. Acceptable model fit was supported for the 8-item short-form as proposed by Peterson et al. (2011). Metric invariance was observed for individuals from a sample of sojourning English language teachers similar to the original validation and a nationwide survey of Japanese teachers of English, offering indications of cross-cultural validity. Degrees of equivalence were also found for the Japanese items as extending fitness for use to students from two universities in Japan. Concurrent validity was supported for self-efficacy in intercultural communication measured by the scale with intercultural effectiveness competencies and speaking and listening self-efficacy constructs used in classroom contexts. Together, this study offers a tool of valid indicators for researchers and practitioners who aim to observe this self-efficacy in positive education or programs that intersect with language learning and intercultural communication. (shrink)

The present book is intended to help students overcome difficulties by presenting Jaspers' thoughts in comparatively clear and straightforward fashion. While it denies that philosophy is "practical" in any cheap and obvious sense, it follows Jaspers in attempting to avoid the otiose and emphasize the relevance of philosophy to matters of ultimate concern. Those who wish a more theoretical and systematic presentation may well call to mind that, as Heidegger's followers express it, Jaspers, like Kierkegaard- and to some extent Sartre- (...) quite deliberately spurned the "ontological" in favor of the "ontic.". (shrink)

This book offers both the theoretical background behind the minority effect, teachers' personal experiences as they experienced being a minority, and their analyses and insights for teaching diverse learners. This book uses real-life experiences of diverse people to illustrate that, if not understood and addressed, situational minorities at school or work are unlikely to perform at their highest potentials.

Ethics, Wealth and Salvation. A Study in Buddhist Social Ethics. Ed. Russell F. Sizemore and Donald K. Swearer. University of South Carolina Press, Columbia 1990. xv, 311 pp. $42.50. Pbk repr. 1993, $18.95.

There are deep and pervasive disagreements today in universities and colleges, and popular culture in general, over the credibility and value of belief in God. This has given rise to an urgent need for a balanced, comprehensive, accessible resource book that can inform the public and scholarly debate over theism. While scholars with as diverse interests as Daniel Dennett, Terry Eagleton, Richard Dawkins, Jürgen Habermas, and Rowan Williams have recently contributed books to this debate, "theism" as a concept remains poorly (...) understood and requires a more thorough and systematic analysis than it has so far received in any single volume. _The Routledge Companion to Theism_ addresses this need by investigating theism's history as well as its relationship to inquiry in the sciences, social sciences, and humanities, and to its wider cultural contexts. The contents are not confined within the philosophy of religion or even within the more expansive borders of philosophy. Rather, _The Routledge Companion to Theism_ investigates its subject through the lens of a wide variety of disciplines and explores the ramifications of theism considered as a way of life as well as an intellectual conviction. The five parts of the volume indicate its inclusive scope: I. What is Theism?; II. Theism and Inquiry; III. Theism and the Socio-Political Realm; IV. Theism and Culture; V. Theism as a Way of Life. The result is a well ordered and thorough collection that should provide a wide spectrum of readers with a better understanding of a subject that's much discussed, but frequently misunderstood. As the editors note in their Introduction, while stimulating and informing the contemporary debate, a key aim of the volume is to open new avenues of inquiry into theism and thereby to encourage further research into this vital topic. Comprised of 54 essays by leading scholars in philosophy, history, theology, religious studies, political science, education and sociology, _The Routledge Companion to Theism_ promises to be the most useful, comprehensive resource on an emerging subject of interest for students and scholars. (shrink)

Graduate and undergraduate students were asked to evaluate the ethicality and practicality of the lead character in several case scenarios. Students' responses indicated they believed practicality was more important than ethicality. The majority of students were able to determine the correct ethicality of the cases presented to them. The authors conclude that more research is needed in the antecedents of a student's value system.

Building on their important findings in The Source of the River, the authors now probe even more deeply into minority underachievement at the college level. Taming the River examines the academic and social dynamics of different ethnic groups during the first two years of college. Focusing on racial differences in academic performance, the book identifies the causes of students' divergent grades and levels of personal satisfaction with their institutions. Using survey data collected from twenty-eight selective colleges and universities, Taming the (...) River considers all facets of student life, including who students date, what fields they major in, which sports they play, and how they perceive their own social and economic backgrounds. The book explores how black and Latino students experience pressures stemming from campus racial climate and "stereotype threat"--when students underperform because of anxieties tied to existing negative stereotypes. Describing the relationship between grade performance and stereotype threat, the book shows how this link is reinforced by institutional practices of affirmative action. The authors also indicate that when certain variables are controlled, minority students earn the same grades, express the same college satisfaction, and remain in school at the same rates as white students. A powerful look at how educational policies unfold in America's universities, Taming the River sheds light on the social and racial factors influencing student success. (shrink)

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

Many debates about the moral status of things—for example, debates about the natural rights of human fetuses or nonhuman animals—eventually migrate towards a discussion of the capacities of the things in question—for example, their capacities to feel pain, think, or love. Yet the move towards capacities is often controversial: if a human’s capacities are the basis of its moral status, how could a human having lesser capacities than you and I have the same "serious" moral status as you and I? (...) This book answers this question by arguing that if something is human, it has a set of typical human capacities; that if something has a set of typical human capacities, it has serious moral status; and thus all human beings have the same sort of serious moral status as you and I. Beginning from what our common intuitions tell us about situations involving "temporary incapacitation"—where a human organism has, then loses, then regains a certain capacity—this book argues for substantive conclusions regarding human fetuses and embryos, humans in a permanent vegetative state, humans suffering from brain diseases, and humans born with genetic disorders. Since these conclusions must have some impact on our ongoing moral and political debates about the proper treatment of such humans, this book will be useful to professionals and students in philosophy, bioethics, law, medicine, and public policy. (shrink)

The Euthyphro is crucially important for understanding Plato's presentation of the last days of Socrates, dramatized in four brief dialogues: Euthyphro, Apology, Crito, and Phaedo. In addition to narrating this evocative series of events in the life of Plato's philosophical hero, the texts also can be read as reflecting how a wise man faces death. This particular dialogue contains Socrates' vivid examination of the intentions of Euthyphro to prosecute his own father for murder and culminates in an attempt to understand (...) holiness-a topic central both to Euthyphro's justification of his actions and to the charge of impiety that Socrates faces before the Athenian court. This accessible student commentary by Charles Platter presents an introduction to the Euthyphro, the full Greek text, and a commentary designed for undergraduates and selected graduate students. As part of the series Michigan Classical Commentaries, now edited by Josiah Osgood and Alexander Sens at Georgetown University, and K. Sara Myers at the University of Virginia, the volume is sized and priced for student use. (shrink)

This 2002 book explores Wittgenstein's long engagement with the work of the pragmatist William James. In contrast to previous discussions Russell Goodman argues that James exerted a distinctive and pervasive positive influence on Wittgenstein's thought. For example, the book shows that the two philosophers share commitments to anti-foundationalism, to the description of the concrete details of human experience, to the priority of practice over intellect, and to the importance of religion in understanding human life. Considering in detail what Wittgenstein learnt (...) from his reading of Principles of Psychology and Varieties of Religious Experience the author provides considerable evidence for Wittgenstein's claim that he is saying 'something that sounds like pragmatism'. This provocative account of the convergence in the thinking of two major philosophers usually considered as members of discrete traditions will be eagerly sought by students of Wittgenstein, William James, pragmatism and the history of twentieth-century philosophy. (shrink)

Professional philosophers have tended either to shrug off American philosophy as negligible or derivative or to date American philosophy from the work of twentieth century analytical positivists such as Quine. Russell Goodman expands on the revisionist position developed by Stanley Cavell, that the most interesting strain of American thought proceeds not from Puritan theology or from empirical science but from a peculiarly American kind of Romanticism. This insight leads Goodman, through Cavell, back to Emerson and Thoreau and thence to William (...) James and John Dewey, as they assimilated to American circumstances and intellectual habits the currents of European thought from Kant to Wittgenstein. (shrink)

In this essay, Russell G. Moses argues that Charles S. Peirce’s article “Evolutionary Love” establishes a general normative framework for a logic of evolutionary, progressive imagination that can be used to elucidate an evolutionary continuity between the normative works of Jane Addams, John Dewey, and Alain Locke. This exercise contributes to an understanding of pragmatism as a philosophy that seizes insights from evolution in order to normatively reconstruct dynamic meanings of truth, reality, ethics, politics, and art. In a dynamic (...) model of progressive evolution — one homologous to the Golden Rule of “love your neighbor” — we find a normative cosmology that animates the moral imagination of philosophy toward what Addams called “democracy and social ethics.” Moses concludes that in the Peircean model, together with subsequent developments, we may ultimately apprehend that evolution suggests a general form of development that may be hypothesized as a worthy normative guide for universal progressive education. (shrink)

A 27000 word survey of Russell’s ethics for the SEP. I argue that Russell was a meta-ethicist of some significance. In the course of his long philosophical career, he canvassed most of the meta-ethical options that have dominated debate in the Twentieth and Twenty-First Centuries — naturalism, non-naturalism, emotivism and the error-theory (anticipating Stevenson and Ayer on the one hand and Mackie on the other), and even, to some extent, subjectivism and relativism. And though none of his theories quite worked (...) out, there is much to be learned from his mistakes. Nor is this all. His ARGUMENTS as well as his THEORIES are often interesting and instructive. The ethical corollary to the argument of ‘Seems Madam? Nay, It Is,’ puts the kybosh on any attempt to resolve Sidgwick's Dualism of Practical Reason by arguing that although we are distinct beings with different interests in the world of Appearance, we are, in Reality, all one (§3). Russell's arguments against objectivism are often quite powerful, and one anticipates Gilbert Harman's influential argument that objective values can be safely dismissed since they lack explanatory power (§9.3-9.4). Russell's damning critique of Moore's analytic consequentialism led Moore to abandon the view and perhaps to give up his ‘unduly anti-reforming’ moral conservatism. Moreover Russell's INDIRECT influence on meta-ethics may have been profound since the Open Question Argument, was probably invented to deal with Russell's ideas. Finally, in the realm of normative ethics, Russell developed a sensible and humane version of consequentialism, which (despite its shaky meta-ethical foundations) is resistant, if not immune, to many of the standard criticisms, especially if combined — as Russell thought it should be combined — with a healthy dose of political skepticism. It provides a powerful tool for social and political criticism, a tool which Russell vigorously employed on a vast range of topics in his writings on practical ethics. (shrink)

Russell Goodman examines the curious reemergence of pragmatism in a field dominated in the past decades by phenomenology, logic, positivism, and deconstruction. With contributions from major contemporary and classical thinkers such as Cornel West, Richard Rorty, Nancy Fraser, Charles Sanders Peirce, and Ralph Waldo Emerson Russell has gathered an impressive chorus of philosophical voices that reexamine the origins and complexities of neo-pragmatism. The contributors discuss the relationship between pragmatism and literary theory, phenomenology, existentialism, and the work of Ralph Waldo (...) Emerson. They question the meaning of pragmatics, what it is to be practical, and ask provocative questions such as: what is reading? and whether or not democracy is a precondition for the functioning of intelligence. This work places this reemergent and interesting neo-development in its proper context and will provide readers with a strong sense of the movement's foundations, history, and subtlities. (shrink)

Conventional wisdom has had it that the naturalist Alfred Russel Wallace and his colleague Henry Walter Bates journeyed to the Amazon in 1848 with two intentions in mind: to collect natural history specimens, and to consider evidential materials that might reveal the causal basis of organic evolution. This understanding has been questioned recently by the historian John van Wyhe, who points out that with regard to the second matter, at least, there appears to be no evidence of a “smoking gun” (...) variety proving it so. In the present essay the circumstances of Wallace’s interest in the matter are reviewed, and van Wyhe is taken to task with alternate explanations for the facts he introduces in his argument. The conclusion is that Wallace almost certainly did have the second objective in mind when he left for both the Amazon, and the Far East. Keywords: Alfred Russel Wallace, Henry Walter Bates, evolution, natural selection. (shrink)

Having a deaf student in class can pose a tremendous challenge for both the professor and the student, but it can also be an incredibly rewarding experience. To help make it so, this article briefly covers the differences between American Sign Language and English and then identifies aspects of linguistic skills where the deaf student may encounter difficulty in dealing with Philosophy. Those discussed are inadequate vocabulary, problems in reading and writing, insufficient background or “life” information, and difficulty in dealing (...) with abstractions. Since English will most likely be a second language for deaf students, there is also a brief discussion of similarities and differences between them and ESL students. An appendix to the article presents a collection of techniques that I developed to accommodate the needs of a profoundly deaf student who took an introductory Philosophy and an upper level Religion course with me. Among them are suggestions for lectures, class discussions, testing, written assignments, student-teacher conferences, and audio-visual materials. Finally, there are some useful on-line resources together with some tips for working with interpreters. (shrink)

Michela Bella’s Ontology after Philosophical Psychology: The Continuity of Consciousness in William James’s Philosophy of Mind offers a detailed survey of James’s thought using “continuity” as its focal lens. Because the book presumes significant familiarity with James and frequently includes dense exegesis of his work’s most technical aspects, it is primarily for specialists. It will particularly interest James scholars studying the entanglement of the metaphysical with the psychological and epistemological.Combining “historical” and “theoretical” points of view, Bella tracks “James’s gradual translation (...) of psychological experimental observations of the continuity of thought into an ontological perspective... (shrink)

The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in their language (...) classroom. Test of difference showed that female teachers manifested a firmer belief in student-centered online language teaching than their male counterparts. However, the utilization and attitude towards technology in the language classroom is favorably associated with the male teachers. As to students' level of language learning motivation and engagement, it was found out that male and female students have high level of language learning engagement. Further, the test of relationship showed that the higher the teachers' belief in utilizing student-centered teaching to integrate technology in the language classroom, the higher the students are motivated and engaged in learning. In like manner, it was also revealed that teacher-centered belief is negatively correlated to student’s motivation and engagement in online language learning. In this regard, the pedagogical assumptions that hold EFL teachers positively to integrate technology in the language classroom. This study generally offers implications for enhancing language teacher's digital literacy to promote motivating, fruitful, and engaging language lessons for 21ts century learning. (shrink)

Intimacy and Alienation puts forward the author's unique paradigm for psychotherapy and counselling based on the assumption that each patient has suffered a disruption of the `self', and that the goal of the therapist is to identify and work with that disruption. Using many clinical illustrations, and drawing on self psychology, attachment therapy and theories of trauma, Russell Meares looks at the nature of self and how it develops, before going on to explore the form and feeling of experience when (...) self is disrupted in a traumatic way, and focusing on ways towards the restoration of the self. Written in an accessible style from the author's singular perspective, Intimacy and Alienation will appeal to professionals in the fields of psychotherapy, counseling, social work and psychiatry, as well as to students and the lay reader. (shrink)

In Sources of the Self, Charles Taylor proposes that modernity is much richer in moral resources than what its critics allow, though "this richness is rendered invisible by the impoverished philosophical language of its most zealous defenders." Modernity, he insists, must be regarded as an "epistemic gain," even if it is true that its philosophy has proved to be persistently inarticulate, wrongheaded, and, on the whole, has betrayed the distinctive contributions of modernity. His stringent criticism of what he variously (...) calls the "disengaged," "procedural," and "punctual" self of classical modern theorists is not altogether different from the analyses familiar to readers of communitarians like Michael Sandel. Sources of the Self is a revisionist history that refits the career of the modern "self" to the problems favored by communitarians: the failure of all efforts to subordinate the good to the right; the shallowness of procedural rather than substantive accounts of the self; the need for what Clifford Geertz has called "thick descriptions" of agency; the need to attend to the narratival and socially contextual features of action rather than to quasi-scientific accounts; and finally what has become a recurrent theme among nearly all the critics of Enlightenment moral philosophy: that the agent's vision and allegiance to the good holds a higher place in morality than do action-guiding prescriptions about conduct. (shrink)

In the academic world, a researcher's number of publications can carry huge professional and financial rewards. This truth has led to many unethical authorship assignments throughout the world of publishing, including within faculty-student collaborations. Although the American Psychological Association passed a revised code of ethics in 1992 with special rules pertaining to such collaborative efforts, it is widely acknowledged that unethical assignments of authorship credit continue to occur regularly. This study found that of the 604 APA-member respondents, 165 felt they (...) had been involved in an unethical or unfair authorship assignment. Furthermore, nontenured faculty members and women were statistically more likely to be involved in an unethical or unfair assignment of authorship credit than tenured faculty members or men. (shrink)

Until very recently the received wisdom on Russell’s moral philosophy was that it is uninspired and derivative, from Moore in its first phase and from Hume and the emotivists in its second. In my view this is a consensus of error. In the latter part of this essay I contend: 1) that Russell’s ‘work in moral philosophy’ had at least three, and (depending how you look at it) up to six ‘main phases’; 2) that in some of those phases, it (...) was not derivative, but on the contrary, highly original; 3) that Russell was a pioneer of two of the chief forms of ethical anti-realism that have dominated debate in this century, emotivism and the error theory (so that if the theory of Human Society was derived from emotivism, it was derived from a family of theories that Russell himself helped to create); 4) that the revolt against Hegelianism, which led to the birth of Analytic Philosophy, had an ethical dimension to it; and 5) that Russell played an important part in the debates that led up to Moore’s Principia Ethica, so that the view form which his own opinions were derived is one that he helped to develop. -/- I also argue that Russell himself pioneered a rather puritanical conception of philosophy which tended to extrude his own writings on politics and practical ethics as not really philosophical. Since this conception has been largely abandoned, it is time to let them back into the fold. I argue that this views of practical affairs are often backed by interesting philosophical arguments, illustrating this thesis with a reconstruction and critique of Russell’s Hobbesian argument for world government. (shrink)

Presenting key texts in and about pragmatism, this collection of essays explores pragmatism's origins, applications, and weaknesses, as well as its remarkable versatility as an approach not only to issues of truth and knowledge, but to ethics and social philosophy, literature, law, aesthetics, religion, and education. Exploring a wide range of work on topics spanning from the birth of pragmatism in nineteenth century America, to its contemporary revival as an international and multi-disciplinary phenomenon, the collection: * is international in scope, (...) covering a wide range of sources, including key American pragmatists such as Nelson Goodman and Morton White * includes key articles on the contemporary neopragmatism revival * considers pragmatism's influences across disciplines * presents newly translated papers. With an impressive breadth and range of content, the set also includes a both a general introduction and introductions to each volume by the editor, a chronological table of contents, and a full index to provide a valuable and unique research resource for student and scholar alike. (shrink)