Subjective feelings of familiarity associated with a stimulus tend to be strongest when specific information about the previous encounter with the stimulus is difficult to retrieve . Recognizing: The judgment of previous occurrence. Psychological Review, 87, 252–271.]). When a stimulus has been encountered previously and the circumstances of the encounter cannot be recollected, additional cognitive resources may be directed toward recollection processes; this resource allocation is accompanied by autonomic arousal [Dawson, M. E., Filion, D. L., & Schell, A. M. . (...) Is elicitation of the autonomic orienting response associated with allocation of processing resources?. Psychophysiology, 26, 560–572]. One easily measurable index of autonomic arousal is the skin conductance response . In the present study, participants studied lists of words and then gave recognition ratings to briefly displayed and masked studied and nonstudied test words while their SCRs were monitored. Results revealed a relationship between recognition ratings and the temporal characteristics of the SCR, supporting the idea that feelings of familiarity are indeed “feelings” in that they stem from autonomic arousal associated with cognitive resource allocation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Toward Mindful Music Education:A Response To Bennett ReimerSandra L. StaufferIn her book Composing a Life, Mary Catherine Bateson reminds us to acknowledge our antecedents—those who have gone before in whatever way or whatever path.1 I believe we should also acknowledge our co-conspirators—those who have listened to us and wrestled with our ideas. Following Bateson, I wish to recognize the contributions of my teachers and my colleagues, particularly the (...) members of the doctoral seminar at Arizona State University. I am grateful for your contributions to the life of my mind and the words of this morning. For the record, I also want to say that Bennett Reimer is both antecedent and co-conspirator for everyone in this room, and we are indebted to him."The first task of philosophy involves learning to ask a good question," says Walter Feinberg in his essay on the philosophical scholar.2 Reimer asks us, "Who is philosophy of music education for?"—a provocative question indeed. He also gives us an answer: K-12 students.I agree, but not really. How can that be? Imagine this. A music teacher I know, Stephanie, was engaged with some first-grade children in singing songs and moving and reading rhythms. She turned to write on the white board. When she turned back to the children, one boy, Alex, was standing, perfectly still, on his head. What happened next? I will tell you in few minutes. Reimer says, "Philosophical issues are not disconnected to or incidental to musical experience. [End Page 135] They are foundational for musical experience, because one's values, beliefs, desires, preferences, and so forth, directly affect how one engages with music and what one gets from doing it." Abridging those two sentences at my own peril, Reimer appears to be saying that philosophical issues are foundational to musical experience.That idea works for me only if I am standing, figuratively and metaphorically, not literally, on my head. It seems to me that experience is the foundation of philosophy or, put another way, that one's philosophy derives from one's experiences; the richer the experiences, the richer the philosophy. A philosophy based on limited or weak experience is a limited or weak philosophy. This, however, is only surface-level logic for a deeper epistemological question—where does one's philosophy come from? If I take the Deweyan perspective that philosophy derives from experience, then surely I am obligated, in this forum, to define my terms—particularly "experience." It would be easy to say that experience means making music and listening to music, and surely it does. By experience, however, I mean not only these actions—the doing of music—but also thinking, or what Ellen Langer calls mindfulness.3 Langer describes mindful learning as having three characteristics: "the continuous creation of new categories; openness to new information; and an implicit awareness of more than one perspective."4 I like how Robert Duke articulates the same idea: "Teach things that are intellectually interesting and functionally valuable."5 Engage students not just in doing, but also in thinking—in mindful learning. Rich experience makes for rich philosophy. If we are talking about music education at all levels that is not only participatory, but also mindful, then I am all for it.Reimer asks a second question: how are we to accomplish the teaching of philosophy to K-12 students? I want to know what we are trying to accomplish. Are we trying to teach the content of philosophy or are we trying to help students develop their own abilities to think about their experiences as musicians, whether as listeners or as music makers, in whatever contexts they find themselves? The former seems to be a reification of philosophy in which I am not eager to engage most K-12 students. I hope we are aiming for the latter. If so, then our task is to provide rich and mindful experiences in every music setting. Our task is to model the disposition of a philosopher—one who asks questions, is curious, and is engaged in the life of the mind.This seems so obvious. Why aren't we doing it already? There... (shrink)

Traditionally, such a statement as ‘I was misled’ is intended to be taken seriously by the addressee and considered an expression of the true state of affairs. Unfortunately, the statement has many logical implications that often go unnoticed by both the one who utters it and the addressee. The paper critically explores the instrumentality of logical and epistemological analyses in its attempt to lay bare the implications of the statement being true and of entertaining the underlying belief in the first (...) place that ‘I was misled’. By so doing, the paper attempts to show that even if the function of philosophy is merely to analyse language, it would still have contributed indispensably and significantly to human society by clarifying ambiguous concepts. It also attempts to demonstrate the relevance of critical thinking in human society. (shrink)

This essay offers a critical review of Emmanuel Ifeanyi Ani’s article ‘On agreed action without agreed notions.’ Ani’s paper makes a critique of Kwasi Wiredu’s consensual democracy to the conclusion that though desirable, left the way it is, the model of consensus on which the idea of Wiredu’s non-party democracy was founded is itself admirable but defective and, therefore, calls for further enhancements. While not suggesting that Wiredu’s idea is perfect, this paper provides some objections to Ani’s view without necessarily (...) aiming to make an apologetic defence of Wiredu. In the process, this paper, employing a critical conversation method, examines the most salient criticisms of Ani against Wiredu to the conclusion that Ani’s suggestion, by which he has opened up a new horizon in understanding human nature and assisting in making scholarly post-deliberation analysis, is impracticable. That is, it is still practically incapable of necessarily impacting any significant value to the process involved in attaining consensus itself. Keywords: Africa, Philosophy, Consensus, Democracy, Values. (shrink)

Bullying often results in negative coping in victims, including an increased consumption of alcohol. Recently, however, an increase in alcohol use has also been reported among perpetrators of bullying. The factors triggering this pattern are still unclear. We investigated the role of empathy in the interaction between bullying and alcohol use in an adolescent sample (IMAGEN) at age 13.97 (±0.53) years (baseline (BL), N = 2165, 50.9% female) and age 16.51 (±0.61) years (follow-up 1 (FU1), N = 1185, 54.9% (...) female). General empathic distress served as a significant moderator of alcohol use in perpetrators (F9, 493 = 17.978, p < 0.01), which was specific for males and FU1. Male perpetrators, who are generally less sensitive to distress, might thus be more vulnerable to alcohol abuse. (shrink)

BackgroundWith the emergence of Brain Computer Interfaces, clinicians have been facing a new group of patients with severe acquired brain injury who are unable to show any behavioral sign of consciousness but respond to active neuroimaging or electrophysiological paradigms. However, even though well documented, there is still no consensus regarding the nomenclature for this clinical entity.ObjectivesThis systematic review aims to 1) identify the terms used to indicate the presence of this entity through the years, and 2) promote an informed (...) discussion regarding the rationale for these names and the best candidates to name this fascinating disorder.MethodsThe Disorders of Consciousness Special Interest Group of the International Brain Injury Association launched a search on Pubmed and Google scholar following PRISMA guidelines to collect peer-reviewed articles and reviews on human adults published in English between 2006 and 2021.ResultsThe search launched in January 2021 identified 4,089 potentially relevant titles. After screening, 1,126 abstracts were found relevant. Finally, 161 manuscripts were included in our analyses. Only 58% of the manuscripts used a specific name to discuss this clinical entity, among which 32% used several names interchangeably throughout the text. We found 25 different names given to this entity. The five following names were the ones the most frequently used: covert awareness, cognitive motor dissociation, functional locked-in, non-behavioral MCS and higher-order cortex motor dissociation.ConclusionSince 2006, there has been no agreement regarding the taxonomy to use for unresponsive patients who are able to respond to active neuroimaging or electrophysiological paradigms. Developing a standard taxonomy is an important goal for future research studies and clinical translation. We recommend a Delphi study in order to build such a consensus. (shrink)

Is Architecture Today Still an Art?Theoretical Considerations and Ethical Consequences Architecture has been proposing, for many decades now, more and more spectacular buildings. This could lead to believe that architecture has reached the top of its art. But this question requires first to define art in general, and also the authentic art of architecture. For this purpose, we will use a Bergsonian methodology in order to unveil in an unprecedented way the two different natures of art. The first nature, (...) "ephemeral art", will be analyzed as an artistic performance, which is powered by the creative gesture. The second nature, "persistent art", relies on durable productions. Using a multidisciplinary approach, we will create links between the two natures of art and German musicology: "pathogenic" and "logogenic" architectural productions will be presented to validate if architecture respects its own profound nature. We will finally analyze the modern paradigm of occidental "occulocentric" way of creating with its lack of hermeneutic substance and, thus, its important ethical consequences. (shrink)

Marie-Hélène Desmeules recalls how phenomenology, although being an essentially descriptive method, has from its beginnings tried to elucidate the normative aspects of our experience. According to the first phenomenologists, intentionality – a key notion of phenomenology – has been at the basis of many experiments with a normative content. However, by thinking of normativity in terms of the intentional structure, phenomenologists have often reduced the former to a form of theoretical normativity. In this paper, she aims to demonstrate that intentionality (...) is still a relevant notion when it comes to thinking about the constitution of practical normativities that are irreducible to a form of theoretical normativity. I take the intentional act of consenting as a guiding example, and identify its specific practical normative effects by comparing it to the intentional acts of promising, accepting and approving, as described by Adolf Reinach and Edmund Husserl. (shrink)

Chile and Colombia have undergone very different postconflict processes. Whereas in Chile there was an elite-based negotiated transition from a state terror regime, Colombia presents a gradual exit from an armed conflict involving multiple actors and taking place in one of Latin America’s most stable democracies. A strong common feature nevertheless exists in these two countries: important social movements—notably, student, afro-descendant, Indigenous, and peasant movements—that put forward memory, but which reach beyond the circle of direct victims. These “memory from below” (...) movements in both countries cannot be understood from their institutional contexts, since these are so different: while Chile’s democratic governments strengthened the amnesty law and led only to timid commemorative initiatives twenty years after the end of the dictatorship, Colombia adopted numerous laws that allowed an institutional presence of memory—notably, through the creation of the National Center for Historic Memory—while the armed conflict was still fully fledged. From a comparative politics perspective, these institutional differences lead one to investigate other causes for the presence of “memory from below” movements in both countries: interviews of participants show that these movements stem from a common understanding of the political role of memory, as well as from a common social imaginary of “shared suffering” that seeks to uncover state violence and that understands past human rights violations as being part of a historic continuum of structural and colonial violence aimed at criminalizing and crushing social movements in democracy. (shrink)

The tablet ARET 13, 15 was published in 2003 by Pelio Fronzaroli among other Eblaite “testi di cancelleria,” providing a basis for studying the document. This edition was the first step toward understanding the text, establishing that it describes several episodes pertaining to Ebla’s relations with Mari, its principal rival in eastern Syria, at the time of Yibbi-zikir, the last vizier of Early Dynastic Ebla. However, a number of difficulties remained unresolved. In a new edition, Walther Sallaberger (2008) made significant (...) progress in the interpretation of the structure, genre, and historical setting of the text, as well as of several problematic passages. In particular, he showed that the document describes offenses suffered by Eblaites visiting the Mari kingdom, related to a war between Ebla and Mari. We believe, however, that there is still room for a better understanding of the text. Here we suggest several new interpretations for a number of passages, revealing previously unnoticed lexemes and historical facts. We also provide the first English translation of the document. (shrink)

Although there exists a strong uncertainty surrounding the evaluation of the decline of biodiversity, and a larger uncertainty still regarding projections of the decline to come, there is no controversy on the fact that the current rate of extinction is in a crisis. The fact that this decline is above all of anthropic origin is the object of a consensus within the scientific community. This text thus takes as a starting point the existence of a true crisis of biodiversity. (...) This crisis of biodiversity must conclude in the adoption of a principle of protection of the biodiversity, a normative principle which would constrain the relation of man with nature with regard to its diversity. I will show in this text that the principle of sustainable development is not sufficient to adequately define a principle of protection of the biodiversity. (shrink)

Ayant collaboré aux premières années d'enseignement universitaire de la communication en France, aux côtés du fondateur Robert Escarpit, l'auteur témoigne tour à tour des engagements citoyens de ce brillant intellectuel, de ses choix conceptuels et de sa postérité, encore visible, tant en Aquitaine qu'au-delà des océans.Having worked in the early years of university teaching communication in France, alongside founder Robert Escarpit, the author demonstrates in turn commitments citizens of this brilliant intellectual, conceptual choices and his descendants still visible, as (...) Aquitaine and across oceans. (shrink)

The Accreditation Board of Engineering and Technology (ABET) has declared that to achieve accredited status, “engineering programs must demonstrate that their graduates have an understanding of professional and ethical responsibility.” Many engineering professors struggle to integrate this required ethics instruction in technical classes and projects because of the lack of a formalized ethics-in-design approach. However, one methodology developed in human-computer interaction research, the Value-Sensitive Design approach, can serve as an engineering education tool which bridges the gap between design and ethics (...) for many engineering disciplines. The three major components of Value-Sensitive Design, conceptual, technical, and empirical, exemplified through a case study which focuses on the development of a command and control supervisory interface for a military cruise missile. (shrink)

The asshole remains the one shameful part of the bourgeois body.... The anus is the private part par excellence of the bourgeois body.... It has no place in socially admissible desire.... The use of the asshole is the touchstone of the conflict between the private and the public. Guy Hocquenghem.

Responding to the Special Issue's call for “new thinking” on gender and governance in developing societies, we introduce our research on the social organization of development knowledge and its ethical implications. Our feminist‐based approach, institutional ethnography, analyses the ruling relations of development and the standpoints represented in knowledge about development and its governance. Our paper offers an alternative to what we see as “the institutional standpoint” prevailing, but taken for granted, in business and society scholarship addressing development. Instead of theorizing (...) development relationships between institutions and their “stakeholders,” we illustrate what can be learned about the social relations of development beginning from the experiences of local subjects. Our analysis of an environmental research and development project in Uzbekistan shows that being missed is knowledge about development subjects that could have revealed what is locally relevant and needed. Instead, we discover gender inequality being constituted, unknowingly, within this project's institutionally generated knowledge and the activities it authorizes. (shrink)

This essay analyzes a shift in racialized regimes of visual signification in French metropolitan culture during the long eighteenth century. The author explores two symbolically central figures—the dismembered black slave and the black rapist/lover who is “duly punished”—by undertaking an intertextual reading of two sets of illustrations of Voltaire's Candide (1759) designed by Moreau le Jeune. Separated by the French and Haitian Revolutions, Moreau's two sets of Candide illustrations (1787 and 1803) register an important shift in the French cultural imaginary. (...) The figure of the maimed black male slave was put directly in circulation in French visual culture during the eighteenth century. In contrast, interracial sexuality remained “unrepresentable” in French visual culture throughout the century. By the time Haiti declared its independence (1804), this taboo was contravened by Moreau's metaphorical substitution of the figure of the monkey in 1803 to picture the black male as a bestial rapist. (shrink)

An anthology of essays that discuss the ethics of money (including issues of wealth, income, expenditures, charity, debt, etc.) from a variety of Jewish perspectives.

The narrative of the Fourth Gospel shows the tranference of the meaning of Israel's temple as the dwelling place of God. The temple shifts in meaning from a building to the person of Jesus and then to the community of believers.

Although very young children have unprecedented access to touchscreen devices, there is limited research on how successfully they operate these devices for play and learning. For infants and toddlers, whose cognitive, fine motor, and executive functions are immature, several basic questions are significant: Can they operate a tablet purposefully to achieve a goal? Can they acquire operating skills and learn new information from commercially available apps? Do individual differences in executive functioning predict success in using and learning from the apps? (...) Accordingly, 31 2-year-olds were compared with 29 3-year-olds using two commercially available apps with different task and skill requirements: a shape matching app performed across 3 days, and a storybook app with performance compared to that on a matched paper storybook. Children also completed the Minnesota Executive Functioning Scale. An adult provided minimal scaffolding throughout. The results showed: toddlers could provide simple goal-directed touch gestures and the manual interactions needed to operate the tablet after controlling for prior experience with shape matching, toddlers’ increased success and efficiency, made fewer errors, decreased completion times, and required less scaffolding across trials, they recognized more story content from the e-book and were less distracted than from the paper book, executive functioning contributed unique variance to the outcome measures on both apps, and 3-year-olds outperformed 2-year-olds on all measures. The results are discussed in terms of the potential of interactive devices to support toddlers’ learning. (shrink)

This article examines arguments concerning the right of an unwed biological father to consent to the adoption of his offspring, and to take custody of the child even against the mother's wishes. The understanding of gender-neutrality that supposedly supports many such arguments is false, and risks diminishing women's decision-making authority under the guise of sex equality. Laws governing unwed parent's rights must emphasize the centrality of parental responsibility in establishing parental rights.

Classical pragmatism, despite its recognized concern for questions of freedom and democracy, has little to say directly about questions of power. Some commentators have found Dewey’s notion of habit to be a resource for taking up issues of power while others have argued that pragmatism does not provide a sufficiently critical tool to challenge systematic oppression. Still others have proposed to shore up pragmatism by using resources found in post-structuralism, particularly in the work of Foucault. This paper begins with (...) this suggestion, but argues that while Foucault offers a useful starting point his conception of power fails—at least in an American context characterized by the experience of pluralism. I then argue that the pragmatist tradition, through the work of Mary P. Follett (1868-1933) has the theoretical resources to generate a conception of power that begins with the experience of pluralism. (shrink)

Secular discourse about problem of economic inequality rests on two foundational premises that are problematic from a theological point of view. First, individuals enter into society with the aim of bettering their own condition. Second, bettering one's own condition entails accruing more wealth and power so that one can fulfill more of one's desires. In this paper I argue that insofar as these premises shape market behavior, they actively promote excessive economic inequality. Ethical responses to the problem of economic inequality (...) that do not challenge these assumptions are unlikely to effectively promote justice. A theological response to the problem of economic inequality should work to promote cultural change by reminding us that genuine human flourishing depends on communal ties and the higher human goods that material wealth is properly meant to support. (shrink)

"Margaret L. King has put together a highly representative selection of readings from most of the more significant—but by no means the most obvious—texts by the authors who made up the movement we have come to call the 'Enlightenment.' They range across much of Europe and the Americas, and from the early seventeenth century until the end of the eighteenth. In the originality of the choice of texts, in its range and depth, this collection offers both wide coverage and striking (...) insights into the intellectual transformation which has done more than any other to shape the world in which we live today. It is _simply the best introduction to the subject now available_."_ —Anthony Pagden, UCLA, and author of _The Enlightenment and Why It Still Matters_ Contents:_ Chronology, Introduction _Chapter One - Casting Out Idols: 1620–1697_ _Idols, or false notions: _Francis Bacon, _The New Instrument_ _I think, therefore I am: _René Descartes, Discourse on Method _God, or Nature: _Baruch Spinoza, _Ethics_ _The system of the world: _Isaac Newton, _Mathematical Principles of Natural Philosophy_ _He searched for truth throughout his life: _Pierre Bayle, _Historical and Critical Dictionary_ _Chapter Two - _The Learned Maid: 1638–1740 _A face raised toward heaven:_ Anna Maria van Schurman, _Whether the Study of Letters Befits a Christian Woman_ _The worlds I have made:_ Margaret Cavendish, _The Blazing World_ _A finer sort of cattle:_ Bathsua Makin, _An Essay to Revive the Ancient Education of Gentlewomen_ _I warn you of the world:_ Madame de Maintenon, _Letter: On the Education of the Demoiselles of Saint-Cyr_, and _Instruction: On the World_ _The daybreak of your reason:_ Émilie Du Châtelet, _Fundamentals of Physics_ _Chapter Three - _A State of Perfect Freedom: 1689–1695 _The chief criterion of the True Church:_ John Locke, _Letter on Toleration_ _Freedom from any superior power on earth:_ John Locke, _Second Treatise on Civil Government_ _A white paper, with nothing written on it:_ John Locke, _Essay Concerning Human Understanding_ _Let your rules be as few as possible:_ John Locke, _Some Thoughts Concerning Education_ _From death, Jesus Christ restores all to life:_ John Locke, _The Reasonableness of Christianity, as Delivered in the Scriptures_ _Chapter Four - All Things Made New: 1725–1784_ _In the wilderness, they are reborn:_ Giambattista Vico, _The New Science_ _Without these Names, nothing can be known,_ Carl Linnaeus, _System of Nature_ _All the clouds at last are lifted:_ Anne Robert Jacques Turgot, _The Successive Advancement of the Human Mind_ _A genealogical or encyclopedic tree of knowledge:_ Jean le Rond d’Alembert, _Preliminary Discourse_ _Dare to know! :_ Immanuel Kant, _What Is Enlightenment?_ _Chapter Five - Mind, Soul, and God: 1740–1779_ _The narrow limits of human understanding:_ David Hume, _Anof a Book Lately Published_ _The soul is but an empty word:_ Julien Offray de La Mettrie, _Man a Machine_ _All is reduced to sensation:_ Claude Adrien Helvétius, _On the Mind_ _An endless web of fantasies and falsehoods:_ Paul-Henri Thiry, baron d’Holbach, _Common Sense_ _Let each believe that his own ring is real:_ Gotthold Ephraim Lessing, _Nathan the Wise_ _Chapter Six - Crush That Infamous Thing: 1733–1764_ _This is the country of sects:_ Voltaire, _Philosophical Letters_ _Disfigured by myth, until enlightenment comes:_ Voltaire, _The Culture and Spirit of Nations_ _The best of all possible worlds:_ Voltaire, _Candide_ _Are we not all children of the same God?:_ Voltaire, _Treatise on Tolerance_ _If a book displeases you, refute it! :_ Voltaire, _Philosophical Dictionary_ _Chapter Seven - Toward the Greater Good: 1748–1776_ _Things must be so ordered that power checks power,_ Charles de Secondat, baron de Montesquieu, _The Spirit of the Laws_ _Complete freedom of trade must be ensured:_ François Quesnay, _General Maxims for the Economic Management of an Agricultural Kingdom_ _The nation's war against the citizen: Cesare_ Beccaria, _On Crimes and Punishments_ _There is no peace in the absence of justice:_ Adam Ferguson, _An Essay on the History of Civil Society_ _Led by an invisible hand:_ Adam Smith, _An Inquiry into the Nature and Causes of the Wealth of Nations_ _Chapter Eight - Encountering Others: 1688–1785_ _Thus died this great man:_ Aphra Behn, _Oroonoko: or The Royal Slave_ _Not one sins the less for not being Christian: _Lady Mary Wortley Montagu, _Embassy Letters_ _Do you not restore to them their liberty?:_ Guillaume-Thomas Raynal, _Philosophical and Political History of European Colonies and Commerce in the Two Indies_ _Some things which are rather interesting:_ Captain James Cook, _Voyage towards the South Pole, and Round the World_ _The inner genius of my being:_ Johann Gottfried von Herder, _Ideas for a Philosophy of the History of Humankind_ _Chapter - Nine Citizen of Geneva: 1755–1782_ _The most cunning project ever to enter the human mind: _Jean-Jacques Rousseau, _Discourse on the Origin and Foundations of Human Inequality_ _The supreme direction of the General Will:_ Jean-Jacques Rousseau, The Social Contract _Two lovers from a small town at the foot of the Alps,_ Jean-Jacques Rousseau, _Julie, or the New Heloise_ _Build a fence around your child’s soul:_ Jean-Jacques Rousseau, _Emile, or On Education_ _This man will be myself:_ Jean-Jacques Rousseau, _Confessions_ _Chapter Ten - Vindications of Women: 1685–1792_ _No higher design than to get her a husband:_ Mary Astell, _Reflections on Marriage_ _The days of my bondage begin:_ Anna Stanisławska, _Orphan Girl_ _A dying victim dragged to the altar:_ Denis Diderot, _The Nun_ _Created to be the toy of man:_ Mary Wollstonecraft, _Vindication of the Rights of Woman_ _Man, are you capable of being just?:_ Olympe de Gouges, _Declaration of the Rights of Woman as Citizen_ _Chapter Eleven - American Reverberations: 1771–1792_ _I took upon me to assert my freedom:_ Benjamin Franklin, _Autobiography_ _Freedom has been hunted round the globe:_ Thomas Paine, _Common Sense_ _Endowed by their Creator with certain unalienable Rights:_ Thomas Jefferson and Others, _Declaration of Independence_ _A safeguard against faction and insurrection:_ James Madison, _Federalist No. 10_ _An end to government by force and fraud:_ Thomas Paine, _The Rights of Man_ _Chapter Twelve - Enlightenment's End: 1790–1794_ _A partnership of the living, the dead, and those unborn:_ Edmund Burke, _Reflections on the Revolution in France_ _The future destiny of the human species:_ Nicolas de Condorcet, _A Sketch of a Historical Portrait of the Progress of the Human Mind_ Texts and Studies, Index. 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It is with sincere appreciation that I commend this edited collection to readers of the AJTP. The collection meets the task of promoting lively discussion that addresses the interface between theology and philosophy, especially as shaped by empiricist, naturalist, process, and pragmatist traditions. As the most recent volume in the series Toward Ecological Civilization, it delivers papers from the Tenth International Whitehead Conference and Ninth International Forum on Ecological Civilization, held in Claremont, California, June 2015, thereby delivering on a second (...) focus for the AJTP: the development of liberal religious thought in America.The authors gathered in this collection take seriously the earnest and... (shrink)

I very highly recommend Fundamentals of Comparative and Intercultural Philosophy by Lin Ma and Jaap van Brakel, particularly with an eye toward the interdisciplinary foci of graduate programs that deal with critical thinking in globalized contexts. My enthusiasm for this book’s accomplishments are based on the intelligibility and clarity of the authors’ arguments, from which I refreshed my familiarity with theories of language and was able to learn recent developments and apply fundamental questions of translation, interpretation, and comparison that they (...) explored vividly in exemplary case studies. The success with which the authors lay out the fundamental issues of comparative philosophy, including the histories... (shrink)

Aquinas's teachings on usury are difficult to apply directly to the modern economy given the tremendous transformations in economic institutions and sensibilities since his day. However, his treatment of the relationship between the abstraction of money and the problem of disordered concupiscent desire proves to be helpful in understanding modern financial instability. Money invites a disordered understanding of the infinite good that is the object of human desire, channeling that desire into the fruitless quest for indefinite accumulation, which is both (...) destabilizing to the economic system and ultimately frustrates the pursuit of real goods. Aquinas's thought offers clarity about the proper role of economic goods in a life well lived that is necessary for thinking about the role finance should play in a humane economy. (shrink)

In this article, the authors consider the use of a “Playlist of My Life Assignment” in helping social studies (SS) and English language arts (ELA) teacher candidates (TCs) conceptualize multimodal and humanizing SS and ELA curricula. The Playlist Assignment asked teacher candidates to center the music, texts, land, spaces, and places that are most important to them, and potentially relate these back to their own pedagogies as SS and ELA teachers. Taken from two qualitative studies of two teacher education courses (...) at two separate, large research universities in the U.S. Southwest, this article examines teacher candidates’ understandings of their disciplines as humanizing and multimodal, and as centered in their and their students’ communities, through the Playlist Assignment. Data included the Playlist Assignment, curated by TCs in each methods course, and TCs’ class response journals. TCs offered profound texts they carried within them throughout their lives, demonstrating (1) their multimodal disruptions of the definition of a “text” and (2) the empowering and limiting effect of life texts for humanizing curricula. This work has implications for SS and ELA teacher educators interested in supporting teacher candidates as they conceptualize multimodal and humanizing curricula with and for their future students. (shrink)

Gautier, Mary L It is exciting to be witness to the twenty-first century in American Catholicism. Much has changed over the course of the twentieth century and I will discuss some key trends in American Catholicism that likely will be shaping American parishes in the twenty-first. In particular, changes in Catholic population during the twentieth century have influenced the number of American parishes, their location, and their size, as well as the composition of parishioners and of the leaders who (...) staff those parishes. Other changes in American Catholic attitudes and behaviours have influenced parish life in the twenty-first century, affecting parish participation, sacramental practice, and attachment to the faith. At the same time, the aspects of the faith that people find attractive and the markers that people say are essential to their Catholic identity remain virtually unchanged as we head into the twenty-first century. How do we keep Catholic identity strong, engage new generations in parish life, and grow vital parishes in the twenty-first century? Those are the challenges we will explore. In this article, I will discuss three of the primary challenges to parish life that we hear about on a near daily basis from media calls: Why are parishes closing? Why are there so many former Catholics? Will Millennial Catholics keep the faith? (shrink)