Book Information A Theory of Art. A Theory of Art Berger Karol Oxford Oxford University Press 2000 287 Hardback By Berger Karol. Oxford University Press. Oxford. Pp. 287. Hardback:.

Environmental ethics would greatly benefit from an adequate metaphysical foundation. In an attempt to demonstrate the value of Whitehead’s metaphysical system as such a foundation, I first discuss five central tenets of his thought. I then compare aspects of his philosophy with Peter Singer’s utilitarianism, Tom Regan’s rights theory, Aldo Leopold’s land ethic, and Spinoza's system in order to indicate how aWhiteheadian approach can solve the difficulties of the other views as currently developed, and provide the basis for an environmental (...) ethics which values individual entities in themselves and in their connectedness in a purposive natural order. (shrink)

Die Ästhetik der Ruinen kennzeichnet eine Lust am Paradoxen. Zwischen Natur und Kultur, Erbauung und Zerstörung, Melancholie und Hoffnung, Vergangenheit und Zukunft erscheinen die Ruinen als Spuren der Zeit im Raum der Gegenwart ihrer ästhetischen Begegnung. Kevin Bücking zeigt, inwiefern die Ästhetik der Ruinen und des Ruinösen in einem besonderen Zusammenspiel aus leiblich-sinnlichen Erfahrungen und begrifflichen Reflexionen besteht. In Auseinandersetzung mit unterschiedlichen ästhetischen Medien wie Malerei, Fotografie, Film, Computerspiel und Virtual Reality wird ersichtlich: Die Faszination an Ruinen und Ruinösem ist (...) als ein atmosphärisches Reflexionsgeschehen zu verstehen. (shrink)

Much of the discourse surrounding plagiarism is one of fear—a fear of being caught and punished, but many plagiarism examples happen unintentionally as students struggle with a new language, new ideas, and new communities in tertiary education. Specifically, many students are challenged with the task of writing a research paper, which involves finding academic sources, reading those sources to answer a research question, and integrating direct quotations and paraphrasing. Because novice writers often struggle with these skills, what is a developmental (...) stage is instead interpreted as plagiarism. Much of the discussion of plagiarism involves implicit and explicit definitions of ownership, but there is little research about how students understand the concept of ownership in relation to ideas and language. In this qualitative study, we present data from 18 international students at an American-style university in the Middle East who write an introductory research paper as part of a composition course. Results show that perceptions of plagiarism changed in relation to owning ideas, owning language, and owning time spent on the research process and that distinguishing these boundaries is often difficult for students even within their own final research papers. We suggest teaching more robust note-taking strategies, discussing ownership in terms of a writer’s choices in guiding readers through the paper, and creating an environment where students can understand the complexities of plagiarism rather than simply fearing being caught. (shrink)

Explores the benefits and consequences of archaeological theorizing on and interpretation of the social agency of nonhumans as relational beings capable of producing change in the world. Cross-examines traditional understanding of agency and personhood, presenting a globally diverse set of case studies that cover a range of cultural, geographical, and historical contexts"--Provided by publisher.

Book Information Music In The Moment. By Jerrold Levinson. Cornell University Press. Ithaca. 1997. Pp. 175. Hardback.

Book Information Musical Worlds: New Directions in the\nPhilosophy of Music. Edited by Philip Alperson.\nPennsylvania State University Press. University Park. 1998.\nPp. 188. Paperback.

How can we, as individuals and as members of religious, educational, and/ or social institutions, more adequately respond to the crises of sexual abuse that have come to light in recent years? This paper will address this question through the philosophical lens of Paul Ricoeur. The argument proposed here is that through Ricoeur’s hermeneutics of testimony, responsibility, and recognition, we can begin to approach, address, and evaluate the crises of sexual abuse we face by grounding our ethical reflections, and actions, (...) within a more robust philosophical framework. Therefore, this paper will proceed as follows. The first three sections will investigate Ricoeur’s writings in order to glean from them three distinct hermeneutical approaches to three different sets of criteria at play in contemporary crises of sexual abuse: first, a hermeneutics of testimony, related to memory and history; second, a hermeneutics of responsibility, related to authority and justice; and, finally, a hermeneutics of recognition, related to forgiveness and forgetting. Insofar as each of these hermeneutical approaches offers us some insight into the problematics underlying crises of sexual abuse, the fourth section will offer an evaluation of these approaches by focusing on the specific case of the sexual abuse crisis in the Catholic Church. The final section will consider possible avenues for resolution of these crises through Ricoeur’s notion of exceptional “states of peace,” at the heart of which lies mutual recognition. My hope is that this contribution provides new avenues for conversation and deliberation, as well as new resources and frameworks for articulating and implementing responsible action in the face of sexual abuse. (shrink)

The combination problem is still one of the hardest problems for a panexperientialist ontology. Prominently, among others, Philip Goff wrote two papers in 2009 arguing that panexperientialists cannot get around the combination problem. We will argue that Goff 's attack is only relevant if parsimony is the only methodological principle for evaluating and comparing ontologies. Our second approach will sketch a version of panexperientialism for which the combination problem does not arise at all. Panexperiential holism is the theory that the (...) universe as a whole is one big experiential matter of fact. What we normally believe to be independent centres of conscious subjectivity are merely long-lived structural features of this big experience. The notion of 'personal identity' entailed by panexperiential holism is essentially vague and may lead us into something like Derek Parfit's relation R . Therefore, persons are not merely series of experiences, but exemplify the common denominator of these experiences. In this sense, a person is what has experiences, or the subject of experiences. We will argue that this concept fits nicely into some frameworks of personal identity put forth by Peter Simons and Godehard Brüntrup. (shrink)

Since the 1980s, there has been a steady growth of interest in the psychological mechanisms that regulate normal emotional experience. In this same period, cognitive-experimental researchers have sought to delineate the information processing biases that characterize emotional disorders. Exciting potential synergies exist between these two areas of investigation. In this article, we consider ways in which reciprocal benefits could be gained by the constructive transfer of theoretical ideas and methodological approaches between emotion regulation researchers and cognitive-experimental investigators. We also discuss (...) how recent innovations within each field can profitably impact upon progress within the other. It is concluded that the overlap in conceptual constructs, and the convergence of complementary investigative techniques, between these two research domains, provide opportunities for creative synthesis that could significantly enrich understanding of normal and abnormal emotion across future years. (shrink)

An English reconstruction and analysis of Benjamin's Passagen-Werk.

Some scientists suggest that it might be possible to reflect a portion of incoming sunlight back into space to reduce climate change and its impacts. Others argue that such solar radiation management (SRM) geoengineering is inherently incompatible with democracy. In this article, we reject this incompatibility argument. First, we counterargue that technologies such as SRM lack innate political characteristics and predetermined social effects, and that democracy need not be deliberative to serve as a standard for governance. We then rebut each (...) of the argument’s core claims, countering that (1) democratic institutions are sufficiently resilient to manage SRM, (2) opting out of governance decisions is not a fundamental democratic right, (3) SRM may not require an undue degree of technocracy, and (4) its implementation may not concentrate power and promote authoritarianism. Although we reject the incompatibility argument, we do not argue that SRM is necessarily, or even likely to be, democratic in practice. (shrink)

In this path-breaking work, Susan Buck-Morss draws new connections between history, inequality, social conflict, and human emancipation.

In this path-breaking work, Susan Buck-Morss draws new connections between history, inequality, social conflict, and human emancipation. _Hegel, Haiti, and Universal History_ offers a fundamental reinterpretation of Hegel's master-slave dialectic and points to a way forward to free critical theoretical practice from the prison-house of its own debates. Historicizing the thought of Georg Wilhelm Friedrich Hegel and the actions taken in the Haitian Revolution, Buck-Morss examines the startling connections between the two and challenges us to widen the boundaries (...) of our historical imagination. She finds that it is in the discontinuities of historical flow, the edges of human experience, and the unexpected linkages between cultures that the possibility to transcend limits is discovered. It is these flashes of clarity that open the potential for understanding in spite of cultural differences. What Buck-Morss proposes amounts to a “new humanism,” one that goes beyond the usual ideological implications of such a phrase to embrace a radical neutrality that insists on the permeability of the space between opposing sides and as it reaches for a common humanity. (shrink)

2010 Reprint of 1905 edition.This work is the magnum opus of Bucke's career, a project that he researched and wrote over many years. In it, Bucke described his own experience, that of contemporaries, and the experiences and outlook of historical figures including Buddha, Jesus, Paul, Plotinus, Muhammad, Dante, Francis Bacon, and William Blake. Bucke developed a theory involving three stages in the development of consciousness: the simple consciousness of animals; the self-consciousness of the mass of humanity ; and cosmic consciousness (...) - an emerging faculty and the next stage of human development. Among the effects of this progression, he believed he detected a lengthy historical trend in which religious conceptions and theologies had become less and less fearful. A classic work. (shrink)

Embodiment as a compelling way to rethink the nature of teaching and learning asks participants to see fundamentally what is at stake within teaching/learning situations, encountering ourselves and our relations to others/otherness. Drawing predominantly on the thinking of John Dewey and Maurice Merleau-Ponty the body's role within teaching and learning is enfleshed through the concrete experiences of one middle-school science teacher attempting to teach for greater student inquiry. Personal, embodied understandings of the lived terms of inquiry enable the science teacher (...) to seek out the lived terms of inquiry in her classroom alongside students. Theories are taken up as working notions for the teacher to examine as philosophical/theoretical/pragmatic processes to be worked with, and concomitantly, working as dynamic practice at the core of the teacher's thinking and experiences. The theory/practice conjuncture of inquiry is thus enfleshed, gaining embodied understandings. Embodiment as the medium enhancing comprehension is evidenced as holding worthy implications for teacher education. Teacher education must fall into trust with the body's role in teaching and learning. (shrink)

Embodiment as a compelling way to rethink the nature of teaching and learning asks participants to see fundamentally what is at stake within teaching/learning situations, encountering ourselves and our relations to others/otherness. Drawing predominantly on the thinking of John Dewey and Maurice Merleau‐Ponty the body's role within teaching and learning is enfleshed through the concrete experiences of one middle‐school science teacher attempting to teach for greater student inquiry. Personal, embodied understandings of the lived terms of inquiry enable the science teacher (...) to seek out the lived terms of inquiry in her classroom alongside students. Theories are taken up as working notions for the teacher to examine as philosophical/theoretical/pragmatic processes to be worked with, and concomitantly, working as dynamic practice at the core of the teacher's thinking and experiences. The theory/practice conjuncture of inquiry is thus enfleshed, gaining embodied understandings. Embodiment as the medium enhancing comprehension is evidenced as holding worthy implications for teacher education. Teacher education must fall into trust with the body's role in teaching and learning. (shrink)

The historical antecedents of Garrett Hardin’s “tragedy ofthe commons” are generally understood to lie in the common grazing lands of medieval and post-medieval England. The concept of the commons current in medieval England is significantly different from the modem concept; the English common was not available to the general public but rather only to certain individuals who inherited or were granted the right to use it, and use of the common even by these people was not unregulated. The types and (...) in some cases the numbers of animals each tenant could pasture were limited, based at least partly on a recognition of the limited carrying capacity of the land. The decline of the commons system was the result of a variety of actors having little to do with the system’s inherent worth. Among these factors were widespread abuse of the rules governing the commons, land “reforms” chiefly designed to increase the holdings of a few landowners, improved agricultural techniques, and the effects of the industrial revolution. Thus, the traditional commons system is not an example of an inherently flawed land-use policy, as is widely supposed, but of a policy which succeeded admirably in its time. (shrink)