This anthology promotes a new vision: American Philosophy as complex and constantly changing, enlivened by historically marginalized, yet never silent, voices.

Collating, for the first time, the key writings of Leonard Harris, this volume introduces readers to a leading figure in African-American and liberatory thought. -/- Harris' writings on honor, insurrectionist ethics, tradition, and his work on Alain Locke have established him as a leading figure in critical philosophy. His timely and urgent responses to structural racism and structural violence mark him out as a bold cultural commentator and a deft theoretician. -/- The wealth and depth of (...) class='Hi'>Harris' writings are brought to the fore in this collection and the incisive introduction by Lee McBride serves to orient, contextualize, and frame an oeuvre that spans four decades. In his prolegomenon, Harris eschews the classical meaning of “philosophy,” supplanting it with an idiosyncratic conception of philosophy--philosophia nata ex conatu--that features an avowedly value-laden dimension. As well as serving as an introduction to Harris' philosophy, A Philosophy of Struggle provides new insights into how we ought conceptualize philosophy, race, tradition, and insurrection in the 21st century. (shrink)

I argue that racism is a form of necro-being entrapped in necro-tragedy. Necro-being, as I present it, is a condition that kills and prevents persons from being born. I defend a conception of tragedy: absolute necrotragedy; absolute irredeemable suffering in a non-moral universe. Explanations of racism are commonly subject to anomalies, for example, volitional accounts offer special desiderata to account for institutional racism; conversely for institutional accounts. I offer a way to see racism, given the existence of a vast array (...) of kinds of racism: a descriptive actuarial approach. The account is intended to avoid the quandaries and anomalies of ‘explanation.’ I use rational-intentional explanations (including accounts by Jorge Garcia and Charles Mills) and social kind racial realism as inadequate explanations and examples of explanations with anomalies. These accounts also help demonstrate that logical systems of racism are inadequate. All such accounts explain racism as a coherent system and offer correlative reasons for its wrongness. I consider death, mortality, morbidity, and irredeemable misery as primary indicators of racism across an array of types of racism globally: racial necro-being. (shrink)

This collection of essays by American philosopher Alain Locke makes readily available for the first time his important writings on cultural pluralism, value relativism, and critical relativism. As a black philosopher early in this century, Locke was a pioneer: having earned both undergraduate and doctoral degrees at Harvard, he was a Rhodes scholar at Oxford, studied at the University of Berlin, and chaired the Philosophy Department at Howard University for almost four decades. He was perhaps best known as a leading (...) figure in the Harlem Renaissance. Locke’s works in philosophy—many previously unpublished—conceptually frame the Harlem Renaissance and New Negro movement and provide an Afro-American critique of pragmatism and value absolutism, and also offer a view of identity, communicative competency, and contextualism. In addition, his major works on the nature of race, race relations, and the role of race-conscious literature are presented to demonstrate the application of his philosophy. Locke’s commentaries on the major philosophers of his day, including James, Royce, Santayana, Perry, and Ehrenfels help tell the story of his relationship to his former teachers and his theoretical affinities. In his substantial Introduction and interpretive concluding chapter, Leonard Harris describes Locke’s life, evaluates his role as an American philosopher and theoretician of the Harlem Renaissance, situates him in the pragmatist tradition, and outlines his affinities with modern deconstructionist ideas. A chronology of the philosopher’s life and bibliography of his works are also provided. Although much has been written about Alain Locke, this is the first book to focus on his philosophical contributions. (shrink)

Whether or not there is a natural inclination to want freedom, and whether or not slaves (modern or ancient) are living in violation of such a natural inclination has been debated by scholars for centuries. David Walker’s APPEAL provides a starting point for an argument that settles the issue: given my interpretation of Walker’s naturalism and his approach to existential agency, slaves have a duty to insurrect even if there is no empirical evidence that a natural inclination exists. And they (...) have this duty even if they are likely to fail. Neither instrumentalist nor consequentialist reasoning provide a slave compelling reasons to rebel; all consequences of rebellion are almost certain to be deleterious and it is not unreasonable for persons to be subservient under conditions of slavery. I depict, and use Walker’s depiction of, slavery to defend his approach to naturalism and liberation; an approach arguably beneficial to how we should see contemporary slavery. (shrink)

Locke consistently argues for the importance of cosmopolitan identity, i.e., cultural-citizenship. Paradoxically, he also argues for the importance of particular, local, and racial/ethnic identities. People have a natural instinct that Locke terms a consciousness of kind, to bond with persons in relatively closed communities. Communities are not natural social groups for Locke, but historical social constructions. I argue that Locke''s ethical and conceptual paradox is revolved by considering the relationship between instincts and particular social groups as asymmetrical; that groups are (...) inherently constructed, and thus require continual revaluation. Particular communities are, at best, Gemeinschaft. (shrink)

The following paper serves as a review of a recent compilation of essays by Leonard Harris, addressing the reimagining of philosophy contained therein and engaging a handful of views borne by this unique philosophical conception from a Deleuzo-Guattarian perspective, focusing on a few of the strategic merits and challenges faced by a potential alliance between these thinkers.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Bergsonism and the History of Analytic Philosophy by Andreas VrahimisLeonard LawlorAndreas Vrahimis. Bergsonism and the History of Analytic Philosophy. History of Analytic Philosophy. Cham: Palgrave Macmillan, 2022. Pp. xix + 395. Hardback, $139.99.Bergsonism and the History of Analytic Philosophy is a great achievement in the history of ideas in general. The wealth of historical details that Andreas Vrahimis musters indicates that he has a profound understanding of (...) twentieth-century philosophy. More importantly, this book overflows with philosophical insights. The wealth of insights indicates that Bergsonism and the History of Analytic Philosophy is also a great achievement in philosophy as such. Andreas Vrahimis has written a remarkable book.Bergsonism and the History of Analytic Philosophy presents the origins of the division between analytic philosophy and continental philosophy. This story is familiar, with analytic philosophy siding with science and continental with poetry; with analytic philosophy being a kind of rationalism and continental a kind of irrationalism; with analytic philosophy using a writing style of dry, logical argumentation and continental using a writing style of images and emotions; and finally, with analytic philosophy writing only of what can be expressed and continental writing of the ineffable. Yet, Bergsonism and the History of Analytic Philosophy tells a story that is unfamiliar and even novel. The genealogy Vrahimis lays out is not of the rift between analytic philosophy and phenomenology (although this rift appears in the book's final chapters) but between analytic philosophy and Bergson. As Vrahimis clearly shows, the popularity of Bergson's thought at the beginning of the twentieth century caused the split, and even the hostility, between analytic and continental [End Page 332] philosophy. Therefore, Vrahimis does not title his book Bergson and the History of Analytic Philosophy, but Bergsonism and the History of Analytic Philosophy (2). Bergsonism is the popular view of Bergson's thought. It turned Bergson's thought into a "fad" (263). But Bergsonism contained many misunderstandings of Bergson. In the early twentieth century, Bergson was, in short, "a misunderstood celebrity." Unfortunately for Bergson's legacy, Bergson himself allowed Bergsonism to flourish as a cultural movement. Until The Creative Mind (published in 1934 in France as La pensée et le mouvant, after "the demise of Bergsonism"), Bergson never attempted to correct the misinterpretations of his thought that Bergsonism presented. Chapter by chapter, Vrahimis shows how the analytic philosophy criticisms leveled against Bergson are based in Bergsonism's distortions of Bergson's thought. The founding members of analytic philosophy aimed their attacks at a strawman Bergson.Bergsonism and the History of Analytic Philosophy's first three chapters set the stage for the analytic philosophers' attacks on Bergson. In fact, chapter 3 contains one of the clearest summaries of Bergson's thought I have ever read. Then, the book is arranged chronologically, starting with William James's 1905 "The Experience of Activity" in chapter 4 and ending with Ryle's 1958 "Phenomenology versus The Concept of Mind" in chapter 12. William James is not one of Bergson's critics. Chapter 4 shows how James praised Bergson's thought because of its similarity with pragmatism. This praise popularized Bergson's thought and thus led to Bergsonism. Chapters 4 through 12 (there is also a chapter 13 that serves as the book's conclusion) concern specific philosophers' criticisms of Bergson and then, in the final chapters, specific philosophers' criticisms of Lebensphilosophie and continental philosophy. There are chapters on Russell, Karin Costelloe-Stephen, L. Susan Stebbing, Neurath and the Vienna Circle (against Lebensphilosophie), Schlick (against Bergson as the originator of Lebensphilosophie), Carnap and Ayer (against Heidegger and Sartre), and Ryle (against Husserl). Most of the chapters concern the criticisms that resulted from Bergson's valorization of intuition as a source of knowledge. Bergson's definitions of intuition contribute to the belief that he is antiscience and an anti-intellectualist. Because intuition is introspection, it even suggests that Bergson's own philosophy is a kind of individualism. Because intuition is inexpressible, it also raises the problem that Bergson's own intuition of time as duration cannot be verified; rather, it can be challenged only by someone else's own intuition. Chapter 11 then shows how Heideggerian Angst challenges... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Adam Smith Reconsidered: History, Liberty, and the Foundations of Modern Politics by Paul SagarJames A. HarrisPaul Sagar. Adam Smith Reconsidered: History, Liberty, and the Foundations of Modern Politics. Princeton, NJ: Princeton University Press, 2022. Pp. xii + 229. Hardback, $37.00.Paul Sagar's invigorating book is a reconsideration of Adam Smith in the sense that it challenges much that is received wisdom in current scholarship. First and foremost, it (...) rejects the idea that Smith was preeminently a moral philosopher concerned with the threat to civic virtue posed by commercial society, and yet intent on giving commercial society a moral vindication nevertheless. Sagar—rightly, in my view—wants us to recognize Smith as having been a political thinker. Too much work on Smith still assumes that there is not much to say [End Page 323] about his political thought because he regarded all but the most minimal government as an obstacle to the proper functioning of markets. Smith is supposed to be a "classical liberal" bent on preserving as much natural liberty as possible in the face of government's relentless overextension of its powers of regulation. In Adam Smith's Politics: An Essay in Historiographic Revision (Cambridge: Cambridge University Press, 1978), Donald Winch rejected that approach to Smith in favor of a portrait of the author of The Theory of Moral Sentiments and The Wealth of Nations as an eighteenth-century thinker with an eighteenth-century thinker's concerns. Sagar's project is quite different. This is a book on Smith's political thought that does not once deploy the term 'Whig.' Sagar's Smith does not wholly float free of his historical situation—the questions he addresses are those posed by the end of feudalism and the advent of modernity—but situating him in the particular circumstances of Britain in the age of revolutions is not Sagar's concern. As Sagar sees it, the fundamental issues addressed by Smith's political thought concern the distinctive form taken by commercial society in the modern era. Smith, according to Sagar, held that all advanced societies are commercial societies. Commercial society as such needed no vindication. The question, rather, was what kind of commercial society a modern state wanted to be. That was a political question insofar as it was a question about the kind of freedom that mattered and about the kind of institutions needed to make that freedom a reality.Defined in maximally general terms, freedom for Smith was the absence of domination, where domination is understood as a lack of security in respect of one's physical safety and possessions. The condition of the poor and powerless had always been one of subjection to the will of the rich and powerful. What changed that, according to Smith, was implementation of the rule of law. This is in itself not a new reading of Smith, but what distinguishes Sagar's version of it is the care with which he examines both the place of the rule of law in Smith's historical account of the emergence of liberty in modern Europe and the precise nature of the connection between the rule of law and freedom. First, on Sagar's view, there needed to be a comprehensive picture of domination and slavery, which had been the normal condition of almost everyone for almost all of human history. Then there needed to be an explanation of how it was that, at one particular historical moment, domination was slowly but surely challenged by the emergence of law and law courts considered as independent of political power. In England, this was the story of the common law and of judges who held office for life, rather than at the pleasure of traditional possessors of power. It was the story of security in property, of the backing of property by law, and it was a largely urban story, of burghers who managed to enlist monarchs on their side in the battle against the barons. It was, in other words, in large part a medieval story, and one consequence is that there was more to say about the rise of liberty in the modern age than that it was caused inadvertently by... (shrink)

Abstract:In this paper, I offer my reading of John Dewey's Art as Experience and propose implications for music education based on Dewey's ideas. Three principal questions guide my task: What are some key ideas in Dewey's theory of art? How does Dewey's theory of art fit within his larger theory of experience? What are the implications of Dewey's ideas for music education? As I shall show, art for Dewey is rooted in nature, civilizes humans, serves as social glue, and has (...) an important role in society throughout most of human history. Modern life, however, separates art and life; there is a need to restore the continuity between art and the ordinary processes of living, a task that Dewey undertakes by positing the notion of art as experience. Dewey's ideas support an expanded curriculum in music education, one in which popular music may be included alongside Western classical music and music from diverse cultures. However, artistic and educational discernment are needed, which necessitates the need for music educators to be sufficiently steeped in varied musical traditions and styles. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Chances and Choices: Exploring the Impact of Music Education by Stephanie PittsLeonard TanStephanie Pitts, Chances and Choices: Exploring the Impact of Music Education (Oxford: Oxford University Press, 2012)In Chances and Choices: Exploring the Impact of Music Education, Stephanie Pitts investigates the lifelong effects of music education by examining the place of music in the lives of more than a hundred adults. Cast in seven chapters, this qualitative (...) study includes six pairs of interludes inserted between the chapters as well as a concluding postlude. Following a brief summary of the book, I will offer my critical response.In Chapter One, Pitts lists the six primary aims of the study: to examine the impact of musical learning during childhood on lifelong engagement with music; to assess the role that school music plays in lifelong involvement in music and attitudes to music; to investigate the influence of various locations for learning; to discuss particular strengths of music education; to probe into the problems of music education systems; and to proffer ways in which knowing more about the long-term implications of music education can help inform practice. She then presents the life history methodology she employs to accomplish these aims, detailing how she gathers retrospective accounts of formative musical experiences by British classical musicians, supplemented by accounts from British popular musicians and Italian respondents. These accounts constitute the data that are [End Page 102] analyzed from different perspectives later in the book. A brief survey of international approaches to music education and outline of the chapters to follow conclude the chapter.In Chapter Two, Pitts sketches a brief overview of twentieth century British music education before analyzing trends in the formative musical experience of British respondents from the 1930s to the 1990s. In an attempt to determine generational trends, Pitts groups the written responses according to six categories of musical influences: classroom music, music outside the classroom, teacher attitudes, music in the home, parent attitudes, and lifelong involvement. For each decade, Pitts presents a rank ordering of the six musical influences, revealing the increasing importance of music outside the classroom through the decades. Pitts then examines the various locations where musical learning takes place, such as the school, the home, and the church, in Chapter Three. Here, she surveys the characteristics of supportive musical environments, examines extracurricular music making, and discusses self-learning in music. Pitts concludes the chapter by analyzing findings from the Italian participants, drawing attention to the fact that in its emphasis on specialist training, the Italian music education system differs from the generalist approaches of its British counterpart.Pithily titled “Inspiring, Affirming, Challenging,” Chapter Four explores the characteristics of memorable and significant music teachers and role models. Among the many themes considered, Pitts notes that inspiring teachers are those who provide constant support to their students and possess advanced musical skills; teachers who were recollected negatively, on the other hand, were associated with being negligent, incompetent, dismissive, or fearsome. In addition, Pitts also explores the role of parents, siblings, extended family, and friends as musical mentors, role models, and sources of musical learning. With these foundations for musical learning established, Pitts analyzes the life history accounts of the respondents by musical outcome in Chapter Five. She discusses how adults make music in community settings, educational settings, worship settings, self-directed groups, and private homes, and describes how adults learn music and attend concerts as a form of lifelong musical involvement. From the data, Pitts surmises that even after leaving school, the participants often desire to improve musically; they frequently concentrate their efforts not only on participating in musical activities, but also on developing their musical skills further.In Chapter Six, “Rhetoric and Reality,” Pitts assesses the degree to which the participants’ experiences corroborate contemporary claims for the value and effects of musical learning. Drawing on the rich data of life history accounts, Pitts concludes that there is “compelling evidence for the lifelong impact of musical education” (p. 173), further arguing that the musical skills, attitudes, and values acquired during school years do have a long-term influence on musical engagement [End Page 103] in later years. Chapter Seven, aptly titled “Chances, Choices, and Conclusion... (shrink)

This article is based on a distinctive study that seeks to analyse the nascent role of teenagers’ activism and protests for climate change action. With the increasing realisation of children's rights to participation, the past few years have marked the rise of the new dispensation of climate activism and protests in which teenagers have occupied the centre stage. We pay specific reference to Greta Thunberg, a Swedish child climate activist, in as much as she can set a framework upon which (...) Africa can draw parallels, lessons and insights for climate activism and protests. Even though the context may be different, the paper attempts to inform vibrant climate action through activism by children and ultimately climate policies, laws and management for environmental sustainability in Africa. We engaged document review and thematic approaches, and it emerged that children climate activism and protests in Africa are not as vibrant as they should be given the prevalence of climate inaction across the continent. Therefore, there is much to learn from Thunberg by pushing national governments and regional organisations to increase the decision-making space of children in the fight against climate change. (shrink)

We introduce a St. Petersburg-like game, which we call the ‘Pasadena game’, in which we toss a coin until it lands heads for the first time. Your pay-offs grow without bound, and alternate in sign (rewards alternate with penalties). The expectation of the game is a conditionally convergent series. As such, its terms can be rearranged to yield any sum whatsoever, including positive infinity and negative infinity. Thus, we can apparently make the game seem as desirable or undesirable as we (...) want, simply by reordering the pay-off table, yet the game remains unchanged throughout. Formally speaking, the expectation does not exist; but we contend that this presents a serious problem for decision theory, since it goes silent when we want it to speak. We argue that the Pasadena game is more paradoxical than the St. Petersburg game in several respects. We give a brief review of the relevant mathematics of infinite series. We then consider and rebut a number of replies to our paradox: that there is a privileged ordering to the expectation series; that decision theory should be restricted to finite state spaces; and that it should be restricted to bounded utility functions. We conclude that the paradox remains live. (shrink)

At present, instrumental music education, defined in this paper as the teaching and learning of music through wind bands and symphony orchestras of Western origin, appears embattled. Among the many criticisms made against instrumental music education, critics claim that bands and orchestras exemplify an authoritarian model of teaching that does not foster democracy. In this paper, I propose a theoretical framework by which instrumental music education may be conceived democratically. Since educational bands and orchestras have achieved global ubiquity, I theorize (...) broadly for both the East and the West and draw on ancient Chinese philosophy and American pragmatism as sources of inspiration to construct the theory. This theory comprises a quintet of themes that emerge from a comparative analysis of key philosophical texts by Confucian and pragmatist philosophers, namely, the people, participation, equality, cooperation, and conflict. This paper aims to address critical issues in instrumental music education with respect to democracy, complement extant music education philosophies, and serve as a first step towards a transcultural philosophy of music education relevant to the interconnected world in which we live. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:What's so Important about Music Education?Leonard TanJ. Scott Goble, What's so Important about Music Education? (New York, NY: Routledge, 2010)In What's so Important about Music Education, J. Scott Goble proposes a new philosophical foundation for music education in the United States based on the theory of semiotics by American pragmatist Charles Sanders Peirce. Following a brief summary, I will note several merits in Goble's book before (...) sketching four recommendations for future editions.In Chapter One, Goble notes how the inclusion of non-Western musics in the public schools as espoused in the 1967 Tanglewood Declaration has raised two crucial questions: "Whose music should be included in the curriculum?" and "What is the role or social importance of public school music education in the United States as a postmodern society?" Noting that music education was established in the United States during the modern era, and that the Tanglewood Declaration did not account for vast differences in beliefs about music, Goble argues that there is a need to establish a new philosophical foundation that can accommodate the varied beliefs and practices of diverse cultural groups in postmodern United States.In Chapter Two, Goble sketches and critiques five cultural anthropologists. Of the five, he singles out Clifford Geertz's conception of culture as "semiotic [End Page 201] webs" (p. 20) as the conceptual foundation that is appropriate for this study. He then links Geertz's notion of culture to the semiotic theory of C. S. Peirce which is to become the theoretical underpinning of the book. Subsequently, he unpacks many key Peircian themes: human conceptions are maintained not individually but collectively in cultural groups, provisional truth (as opposed to absolute Truth) is relative and dependent on conceptions of communities, and the scientific method is the sole mode of inquiry by which people in communities may use to satisfy their doubts to formulate beliefs. Most importantly, Goble expounds the "pragmatic maxim" that since humans live in communities united by common beliefs, "the 'clear' meaning of an idea held by a member of the community will almost inevitably stem from the beliefs—or ways of understanding—held by members of that community" (p. 30). Goble concludes the chapter by presenting the Peircian semiotic system of cognition which posits that a "sign" is conceptualized in a triadic relationship: the Sign or "Firstness," the Object or "Secondness," and the Interpretant or "Thirdness" (p. 33).In Chapter Three, Goble considers how music is a sign based on the theoretical framework laid in Chapter Two. Drawing on the work of ethnomusicologists, anthropologists, psychiatrists, and a neuroscientist, he formulates a Peircian pragmatic approach to musical practices which posits that "the musical practices of different cultural communities represent a diverse cluster of community-specific ritualized behaviors involving sound" (p. 252). Furthermore, each of the musical practices "serves those persons who meaningfully participate in it as a means of psychophysiological, psychosocial, and/or sociopolitical equilibration relative to the worldview—or ordered conception of Reality—they tacitly share" (p. 252). For Goble, this pragmatist conception of musical practices is neither ethnocentric, universalist, nor relativist, and can serve as a conceptual framework for all diverse musical practices in postmodern United States.With the Peircian pragmatic conception in mind, Goble examines historical factors that contributed to current conceptions of music in the United States in Chapter Four. He laments that as a result of European Enlightenment and three socio-political phenomena in the United States (the separation of church and state, promotion of no other worldview than democracy, and adoption of democratic capitalism), music is no longer pragmatically oriented but trivialized and pursued by self-serving musicians.In Chapter Five, Goble traces the philosophical justifications for music education throughout the history of the United States. While the sign "musical practice" was conceptualized as "worship" in colonial America, the sign "music" was conceived as "art" during the age of Enlightenment, and as "product" during the age of science and technology. Noting that Bennett Reimer's music education as aesthetic education is limited in its Western focus on music as works [End Page 202] of artistic objects, Goble aligns his Peircian conception along praxial lines—in particular, with... (shrink)

This article examines Gandhi's writings, speeches, and correspondence, produced mainly from 1946 to the end of his life, on the subject of violence against women during the riots surrounding the Partition of the Indian subcontinent. Gandhi, the article demonstrates, persistently fails to address the gender pathology revealed at the heart of South Asian society by these violations, a pathology to which men were subject, but of which women were the victims. The article compiles a comprehensive overview of Gandhi's shifting positions (...) during this brief, though cataclysmic, period, in the belief that in so doing a certain core aspect of mainstream Indian nationalism's patriarchal underpinnings can be laid bare to critique. (shrink)

One of the several good questions asked by Robin Mills in this short but rich book concerns the explanation of change in the intellectual climate of a particular time and place. In mid-seventeenth-...

This article reviews the research of “top rebirth scientist” Ian Stevenson on spontaneous past-life memory cases, focusing on three key problems with Stevenson’s work. First, his research of entirely anecdotal case reports contains a number of errors and omissions. Second, like other reincarnation researchers, Stevenson has done no controlled experimental work on such cases; yet only such research could ever resolve whether the correspondences found between a child’s statements and a deceased person’s life exceed what we might find by chance. (...) Finally, the best reincarnation research should at least meet the standards met by typical empirical research, but Stevenson’s methodology does not even meet the standards expected of third- or fourth-year college students. -/- 1. How Controlled Experimental Work is Possible -- 2. The Anecdotal Record - 2.1 Reincarnation and Biology - 2.2 The Imad Elawar Case -- 3. Conclusion. (shrink)

‘Interactional expertise’ is developed through linguistic interaction without full scale practical immersion in a culture. Interactional expertise is the medium of communication in peer review in science, in review committees, and in interdisciplinary projects. It is also the medium of specialist journalists and of interpretative methods in the social sciences. We describe imitation game experiments designed to make concrete the idea of interactional expertise. The experiments show that the linguistic performance of those well socialized in the language of a specialist (...) group is indistinguishable from those with full blown practical socialization but distinguishable from those who are not well socialized. The imitation game can also be used to indicate whether an individual can enter an esoteric domain and master the interactional expertise, a skill required by interpretative sociologists of science, anthropologists, ethnographers, and the like.Keywords: Expertise; Interactional expertise; Imitation game; Turing test; Colour blindness; Interpretative methods. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:What's so Important about Music Education?Leonard TanJ. Scott Goble, What's so Important about Music Education? (New York, NY: Routledge, 2010)In What's so Important about Music Education, J. Scott Goble proposes a new philosophical foundation for music education in the United States based on the theory of semiotics by American pragmatist Charles Sanders Peirce. Following a brief summary, I will note several merits in Goble's book before (...) sketching four recommendations for future editions.In Chapter One, Goble notes how the inclusion of non-Western musics in the public schools as espoused in the 1967 Tanglewood Declaration has raised two crucial questions: "Whose music should be included in the curriculum?" and "What is the role or social importance of public school music education in the United States as a postmodern society?" Noting that music education was established in the United States during the modern era, and that the Tanglewood Declaration did not account for vast differences in beliefs about music, Goble argues that there is a need to establish a new philosophical foundation that can accommodate the varied beliefs and practices of diverse cultural groups in postmodern United States.In Chapter Two, Goble sketches and critiques five cultural anthropologists. Of the five, he singles out Clifford Geertz's conception of culture as "semiotic [End Page 201] webs" (p. 20) as the conceptual foundation that is appropriate for this study. He then links Geertz's notion of culture to the semiotic theory of C. S. Peirce which is to become the theoretical underpinning of the book. Subsequently, he unpacks many key Peircian themes: human conceptions are maintained not individually but collectively in cultural groups, provisional truth (as opposed to absolute Truth) is relative and dependent on conceptions of communities, and the scientific method is the sole mode of inquiry by which people in communities may use to satisfy their doubts to formulate beliefs. Most importantly, Goble expounds the "pragmatic maxim" that since humans live in communities united by common beliefs, "the 'clear' meaning of an idea held by a member of the community will almost inevitably stem from the beliefs—or ways of understanding—held by members of that community" (p. 30). Goble concludes the chapter by presenting the Peircian semiotic system of cognition which posits that a "sign" is conceptualized in a triadic relationship: the Sign or "Firstness," the Object or "Secondness," and the Interpretant or "Thirdness" (p. 33).In Chapter Three, Goble considers how music is a sign based on the theoretical framework laid in Chapter Two. Drawing on the work of ethnomusicologists, anthropologists, psychiatrists, and a neuroscientist, he formulates a Peircian pragmatic approach to musical practices which posits that "the musical practices of different cultural communities represent a diverse cluster of community-specific ritualized behaviors involving sound" (p. 252). Furthermore, each of the musical practices "serves those persons who meaningfully participate in it as a means of psychophysiological, psychosocial, and/or sociopolitical equilibration relative to the worldview—or ordered conception of Reality—they tacitly share" (p. 252). For Goble, this pragmatist conception of musical practices is neither ethnocentric, universalist, nor relativist, and can serve as a conceptual framework for all diverse musical practices in postmodern United States.With the Peircian pragmatic conception in mind, Goble examines historical factors that contributed to current conceptions of music in the United States in Chapter Four. He laments that as a result of European Enlightenment and three socio-political phenomena in the United States (the separation of church and state, promotion of no other worldview than democracy, and adoption of democratic capitalism), music is no longer pragmatically oriented but trivialized and pursued by self-serving musicians.In Chapter Five, Goble traces the philosophical justifications for music education throughout the history of the United States. While the sign "musical practice" was conceptualized as "worship" in colonial America, the sign "music" was conceived as "art" during the age of Enlightenment, and as "product" during the age of science and technology. Noting that Bennett Reimer's music education as aesthetic education is limited in its Western focus on music as works [End Page 202] of artistic objects, Goble aligns his Peircian conception along praxial lines—in particular, with... (shrink)

One of the logical problems with which Arthur Prior struggled is the problem of finding, in Prior’s own phrase, a “logic for contingent beings.” The difficulty is that from minimal modal principles and classical quantification theory, it appears to follow immediately that every possible object is a necessary existent. The historical development of quantified modal logic (QML) can be viewed as a series of attempts---due variously to Kripke, Prior, Montague, and the fee-logicians---to solve this problem. In this paper, I review (...) the extant solutions, finding them all wanting. Then I suggest a new solution inspired by Kripke’s theory of rigid designation and Kaplan’s logic of demonstratives, the latter in particular. It turns out that the basic mechanism of Kaplan’s logic can be exploited to yield a version of QML that will serve as a viable logic for contingent beings. This result, as I show, sheds new light on the problems of singular negative existential propositions, the question of actualism, the question of the existence of the contingent a priori, the relation between logical truth and necessity, and various modal problems and paradoxes going back to Chrysippus, Ramsey, and Moore. (shrink)

Building on the theoretical research of community psychology and cultural psychology, I focus in this paper on these two questions: What kind of religious coping is practiced by some members of the Lutheran tradition? What does an understanding of the relationship between the tradition and religious coping of these members indicate that may be distinctive or unexpected about their religious coping? I do this by: reviewing the background of my research in community psychology, cultural psychology, and tradition-specific research on religious (...) coping - particularly in the United States; outlining a method for a qualitative study of nine Lutheran co-researchers in the United States who had experienced a significant negative event; reporting some of the results of that study; using the results of the study to discuss the two questions above; concluding with some suggestions for future research of the specific religious traditions in which religious coping phenomena may occur, and of the phenomena of religious coping in specific religious traditions. (shrink)

The Phenomenal Self (PS) is widely considered to be dependent on body representations, whereas the Narrative Self (NS) is generally thought to rely on abstract cognitive representations. The concept of the Bodily Social Self (BSS) might play an important role in explaining how the high level cognitive self-representations enabling the NS might emerge from the bodily basis of the PS. First, the phenomenal self (PS) and narrative self (NS), are briefly examined. Next, the BSS is defined and its potential for (...) explaining aspects of social cognition is explored. The minimal requirements for a BSS are considered, before reviewing empirical evidence regarding the development of the BSS over the first year of life. Finally, evidence on the involvement of the body in social distinctions between self and other is reviewed to illustrate how the BSS is affected by both the bottom up effects of multisensory stimulation and the top down effects of social identification. (shrink)

Language and Experience: Evidence from the Blind Child. By BARBARA LANDAU and LILA R. GLEITMAN.

One of the logical problems with which Arthur Prior struggled is the problem of finding, in Prior’s own phrase, a “logic for contingent beings.” The difficulty is that from minimal modal principles and classical quantification theory, it appears to follow immediately that every possible object is a necessary existent. The historical development of quantified modal logic (QML) can be viewed as a series of attempts---due variously to Kripke, Prior, Montague, and the fee-logicians---to solve this problem. In this paper, I review (...) the extant solutions, finding them all wanting. Then I suggest a new solution inspired by Kripke’s theory of rigid designation and Kaplan’s logic of demonstratives, the latter in particular. It turns out that the basic mechanism of Kaplan’s logic can be exploited to yield a version of QML that will serve as a viable logic for contingent beings. This result, as I show, sheds new light on the problems of singular negative existential propositions, the question of actualism, the question of the existence of the contingent a priori, the relation between logical truth and necessity, and various modal problems and paradoxes going back to Chrysippus, Ramsey, and Moore. (shrink)

For men of the 19th century, the world was ordered by a whole system of concrete universals: ideals and the empirical world were simply two aspects of the same reality; ideals described an empirical reality which included them as its actual cohesive power. This character is reflected in the fact that the most influential thinkers of the last century combined, despite the rise of the specialized disciplines, sociological, historical and philosophical approaches to a reality which in social, temporal, and cosmic (...) aspects they conceived to be homogeneous. This unity has been dissolved in 20th century thought. The results of sociological and historical investigations of social reality have undermined the absolute validity of ideals. Epistemology has tended to undermine the meaningfulness of the objective world. Even so, attempts to revivify the old ideals by re-synthesizing ideas and existence are still being made. Historicism has been continuously concerned with its own Ueberwindung by the establishment of an absolute value; sociology has continued to search for general meanings, whether in the form of a sociology of knowledge or the culture-dynamics of a Sorokin; philosophy has concentrated its attention upon existence or experience or process: and the prominence of the philosophy of history and of philosophy as history which these developments imply are testimony of the tendency to replace nature by man so that man is the arena in which the re-integration of the different levels of reality is to be sought. Values which took a hard and fast form in the connection between general idea and particular existence in the 19th century have been disengaged through dissociation. The examination of historical and social experience and ideas in their own terms has made possible a new assessment of what is essential and what contingent in the general concepts of western man. At the same time even the subsequent integrative procedure, i.e. the historizing of ideas and the philosophizing of experience, has contributed further to such an assessment by including as the necessary basis for thought all of man's history and experience within its purview. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Alexandra Kertz-Welzel’s “Two Souls, Alas, Reside within My Breast”: Reflections on German and American Music Education Regarding the Internationalization of Music EducationPhilosophy of Music Education Review, 21, no.1 (Spring 2013): 52–65Leonard TanAs a Singaporean who, like Kertz-Welzel, spent four years residing in the United States, I read the article with great interest. Born to traditional Chinese parents, I was raised steeped in Confucian values, savored Chinese operas, (...) and spoke Mandarin as a child. When I went to school in postcolonial Singapore, however, the medium of instruction was primarily English. I read Enid Blyton in primary school, Shakespeare in secondary school, and Chaucer in Junior College. My university studies in music were Western-centric. All seemed fine until my doctoral studies in the United States when I was inspired by my music education professor to revisit my cultural roots and to read Chinese philosophy. It was [End Page 113] no easy task reading the original texts—they were written on bamboo slips more than two thousand years ago in classical Chinese, and I needed tuition from my mother. Nevertheless, as I worked my way slowly but surely through each character, one thing became unmistakably clear: although I had read more Western than Asian philosophy, many ideas in the ancient Chinese texts resonate with the innermost recesses of my being and are unmistakably a part of who I am as a Chinese Singaporean, albeit one schooled in Western ways.Two souls, alas, have been residing within my breast! Like Kertz-Welzel, I had to find a way to reconcile my two scholarly identities. How may one negotiate the seeming chasm between the Chinese and Western philosophical worlds? In this paper, I sketch some insights gleaned from my journey into the world of comparative philosophy, specifically, classical Chinese philosophy and American pragmatism. In particular, I address two obstacles to the internationalization of music education identified by Kertz-Welzel, namely, the tendency for researchers to know only one scholarly tradition well, and the use of English as an international language. I then proffer Dewey’s metaphor of “friendship” as a way of charting a new “silk road”—one that blends Eastern and Western ideas—for the philosophy of music education.As noted by Kertz-Welzel, many researchers only know one scholarly tradition well. Dangers lurk when scholars have limited knowledge of foreign philosophical enterprises. To begin with, one may fall into the trap of stereotypical preconceptions. For example, I have been asked if it were methodologically sound to juxtapose Chinese philosophical aphorisms with the closely argued texts of the American pragmatists. The basis of this critique is understandable: think Confucius and aphoristic phrases that teach humans how to lead moral lives immediately spring to mind; think Dewey and one is reminded of the depth and breadth of his philosophical arguments. Chinese philosophical texts, however, are by no means mere aphorisms. While the Analects of Confucius may, prima facie, appear as if it were a random collection of brief sayings, many passages relate to one another and cohere as a philosophy. The rich commentarial tradition that spans over two thousand years further augment the range of insights embedded in the Analects. Post Confucius, Xunzi, the philosopher best known for his argument that human nature is evil and ought to be cultivated through ritual (li 禮) and music (yue 乐), articulated his philosophy through thirty-two books that rival Dewey in richness and complexity.1 For two souls to reside within one breast, one has to remain vigilant against potential stereotypes.The tendency to know only one scholarly tradition well may also inadvertently cause one to judge a foreign philosophical tradition using the standards of the familiar one. When encountering Confucius for the first time, scholars schooled in European philosophy may, as Hegel did, criticize him for being a [End Page 114] shallow moralizer obsessed with rituals (li 禮) rather than a speculative philosopher concerned with theoretical matters.2 Such a judgment is misguided as it ignores the fact that the Chinese philosophical tradition was founded on a set of metaphysical assumptions that differed from its Greek counterpart. Seeing the cosmos in discrete, quantitative, and unchanging terms, the ancient... (shrink)

Abstract:In classical Greek philosophy, the pursuit of Truth was done primarily through logical argumentation using language as “Truth tool.” The major thinkers in classical China, on the other hand, were famously suspicious of language, with Confucius declaring, “I wish to be wordless.” They turned instead to music to express the philosophically ineffable. In this paper, we use the example of the Chinese guqin to show how music serves as “Truth tool” in the Chinese philosophical tradition; in fact, music may be (...) Truth itself. Through a quartet of interrelated themes–namely, the “Search for Truth,” the “Search for Harmony,” the “Search for Ethical Awakening,” and the “Search for Sagehood”–we show how playing the guqin constitutes the doing of philosophy in this musical tradition. Through the guqin, performers and listeners experience Confucian, Daoist, and Buddhist philosophical insights; no words are needed. We conclude by proffering implications for contemporary music education. (shrink)

Now that the collective death of mankind has become a possibility, no other thought can remain unimpaired. Harry Redner traces historically the onset of this acute state of Nihilism from what might be called the Faustian revolution, symbolized by Faust's pronouncement “In the beginning was the Deed.” Redner reflects on the passage of the three main Fausts, from Marlowe’s to Goethe’s to Thomas Mann’s, and this reflection serves as the dramatic metaphor for a review of the relationship of Progress to (...) Nihilism in modern civilization. Starting with an exposition of the key Faustian thinkers—Marx, Nietzsche, Wittgenstein, and Heidegger—the book proceeds by examining the dominant modern ideas on Man, Time, and Nihilism with reference to Foucault, Derrida, and Althusser. It focuses on Language, which is a key preoccupation of all these thinkers but has not yet been taken far enough to afford a basis for the explanation of fundamental changes in civilization. Language in its creative and destructive functions, as constituting both the conscious and unconscious of a culture, is reconceived so as to account for the hidden link between Progress and Nihilism. The author then explores sociologically the dominant aspects of Progress in terms of the ideas of Weber, Adorno, and Marcuse on Technology, Subjectivity, and Activism. Finally, an extensive literary study of the three main Fausts concludes with a coda on the future of music. In the Beginning Was the Deed is lucid and direct, tinged with wry humor. Redner represent Man in the nuclear age and reflects on that representation, seeking to comprehend our era, draw ethical and political conclusions, and explore action as a response to the threat of annihilation. (shrink)