Through extensive readings in philosophical, legal, medical, and imaginative writing, this book explores notions and experiences of being a person from European antiquity to Descartes. It offers quite new interpretations of what it was to be a person—to experience who-ness—in other times and places, involving new understandings of knowing, willing, and acting, as well as of political and material life, the play of public and private, passions and emotions. The trajectory the author reveals reaches from the ancient sense of personhood (...) as set in a totality of surroundings inseparable from the person, to an increasing sense of impermeability to the world, in which anger has replaced love in affirming a sense of self. The author develops his analysis through an impressive range of authors, languages, and texts: from Cicero, Seneca, and Galen; through Avicenna, Hildegard of Bingen, and Heloise and Abelard; to Petrarch, Montaigne, and Descartes. (shrink)

The Pentateuch. Edited by Thomas B. Dozeman; Konrad Schmid; and Baruch J. Schwartz. Forschungen zum Alten Testament, vol. 78. Tübingen: Mohr Siebeck, 2011. Pp. xviii + 578. €129.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Musician and Teacher: An Orientation to Music EducationBrent GaultPatricia Shehan Campbell (with chapters contributed by Steven M. Demorest and Steven J. Morrison), Musician and Teacher: An Orientation to Music Education (New York, NY: W. W. Norton and Company, 2008)If one were to review the course content of undergraduate music education programs at various colleges and universities, an "Introduction to Music Education" or "Foundations of Music Education" course would (...) most likely be included. This course often serves a variety of functions for a given program. It can provide students with an overview of the various instructional settings found in the music education profession and introduce theoretical information regarding student development and learning. Foundation courses often review historical and philosophical information, allow students to develop their own justifications regarding why music should be part of a school program, and present information regarding practical issues in the music teaching profession including assessment, planning for instruction, use of technology, and working with diverse learning situations.Because the curricular content within given foundation courses can be quite varied, finding a text that is broad enough to cover the myriad of topics that might be addressed in this type of course yet detailed enough to make each topic meaningful is a true challenge. While no single text can truly meet all needs [End Page 213] that are unique to each instructional setting, Patricia Shehan Campbell's Musician and Teacher: An Orientation to Music Education is an example of a text that succeeds in both providing a broad view of the music education profession while also presenting specific and meaningful information related to each topic addressed within its pages.One of the unique aspects of this book is Campbell's attempt throughout the text to discuss music education from personal, theoretical, and global perspectives. Many of the chapters utilize case descriptions of music education students and practicing teachers to highlight the theoretical ideas discussed in the text. In addition, Campbell relates learning theories and instructional approaches not only to instructional settings within the United States but throughout the world so that the reader can see both similarities and differences in how music is experienced in each setting.The first six chapters of the text deal with general principles related to the music education profession. An opening chapter sets the stage by discussing the decision to become a music educator, relating this decision to the personal stories of five individuals, and describing the qualities that can lead to a successful career in music education. The second chapter, "Great Minds on Music Education," provides an overview of the philosophical arguments for music education. Campbell uses this chapter to relay the ideas of perennial figures commonly identified with music education philosophy including John Blacking, Christopher Small, Bennett Reimer, Keith Swanwick, David Elliott, and Estelle Jorgensen, and adds to this a description of the views of political leaders, scholars, and thinkers throughout the world. In addition to discussing the views of Plato, Aristotle, Boethius, and Lowell Mason, Campbell also includes the ideas of Hildegard von Bingen, Akbar the Great (India), Chulalongkorn (Thailand), and Nelson Mandela to provide a richer portrait of how members of cultural communities throughout the world experience and value music.Continuing with this global perspective, Campbell uses the third chapter to discuss the ways that communities transmit music via formal, nonformal, and natural learning. These three ways of transmitting knowledge are similar to the ideas she described related to Bateson (Learning I, II, and III) and Merriam (enculturation, training, and schooling) in Lessons from the World. 11 After defining these approaches to learning, Campbell describes several learning contexts both past (Medieval Europe) and present (West Africa) to illustrate how formal, nonformal, and/or natural learning is utilized. The cross cultural comparison continues in Chapter Four, as Campbell describes various systems of music education in Africa, Asia, Australia, Europe, North America, and South America to illustrate similarities and differences related to standards for education, goals for instruction, and allotment of instructional time and resources.After providing this global view related to approaches to learning and systems [End Page 214] of instruction, the fifth chapter attempts to personalize music education through vignettes of music programs... (shrink)

This book answers the question of how soft factors such as corporate cultures and individual and corporate values can be transparently steered. With its C4 management tool and reflecting the seven driving forces of corporate culture, the Values Cockpit is a powerful solution designed to steer all dimensions and processes of a company, pursuing a lean approach. The book links strategic approaches on how to steer a company towards excellence with insights into the driving forces of human thoughts and actions. (...) It subsequently introduces the Values Cockpit, which allows individual corporate cultures to be developed and controlled on the basis of a rational approach. "This intriguing book breaks new ground in suggesting that values can be managed quite as systematically as any other centrally important asset" Rebecca Henderson, John and Natty McArthur Professor, Harvard University "... a deeply articulate, profoundly relevant explication of the role played by the culture of commerce... rich with actionable tools, insights and clear examples..." Richard J Hill IV, Founder, Gabriel Consulting Group, LLC "One seldom sees practical advice on HOW strong values can be automatically practiced on a daily basis by all concerned. That is what makes this remarkable book so refreshing... his book is taking the seminal findings of Jim Collins on building great companies a step further..." Julian Clarke, Chartered Accountant and Management Consultant, European Business Ethics Network Ireland "... a brilliant yet succinct guide to teach the significance of values-development in sustainable business management..." Professor Dr. Haifeng Huang, Assistant Dean, Peking University HSBC Business School, Shenzhen, China "He admirably rejects the fatalist interpretation of the immoral might of markets and replaces it with a counter-narrative of why and how companies can be part of the solution rather than part of the problem." Professor Dr. Claus Dierksmeier, Director of the Global Ethic Institute, Eberhard Karls University of Tübingen "The values cockpit gives readers a coherent and comprehensive toolkit to help them prepare their companies for lasting success." Dr. Kurt Schmalz, C.E.O and Managing Partner J. Schmalz GmbH, Glatten, Germany. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Hypatia’s Daughters: Fifteen Hundred Years of Women Philosophers ed. by Linda Lopez McAllisterSue M. WeinbergLinda Lopez McAllister, editor. Hypatia’s Daughters: Fifteen Hundred Years of Women Philosophers. Bloomington and Indianapolis: Indiana University Press, 1996. Pp. xiv + 345. Cloth, $49.95. Paper, $22.50.Hypatia: born in the fourth century A.D.: philosopher, mathematician, astronomer, teacher; brutally murdered in Alexandria in 415 A.D—whether for holding religious views regarded as heretical or because she (...) was a woman who dared to be a scholar and teacher remains a matter of speculation. Today, she gives her name to the journal for feminist philosophy. She is a symbol for those women who, over the centuries, have struggled to be part of the philosophical life of their time.Until very recently, the centuries that separated Hypatia from the present were assumed to have been a philosophical desert for women. But times have changed. Hypatia’s Daughters is a sign of this change. It contains eighteen articles on seventeen philosophers: Hypatia; Hildegard of Bingen, Heloise, and Christine de Pisan from the Middle Ages; Elizabeth of Bohemia, Sor Juana de la Cruz, Anne Conway, Damaris Masham, Catharine Trotter, Belle van Zuylen and Mary Wollstonecraft from the seventeenth and eighteenth centuries; Anne Doyle Wheeler and Harriet Taylor Mill from the nineteenth; Charlotte Perkins Oilman, Edith Stein, Hannah Arendt, and Angela Davis from the late nineteenth century into contemporary times. Few are known as well as they deserve, but many names are familiar even to non-specialists. Their ideas, however, are another matter.The collection in no way constitutes a definitive selection of women philosophers; those discussed are not presented as the most significant women philosophers in the history of philosophy. (A different kind of study would be necessary for evaluations of that kind.) The women here studied have little in common as a group; they wrote on many topics of philosophical concern; their views and their supporting reasoning differ. Further, as the subjects of the articles differ in their ideas, so do the contributors’ approaches and their methods of studying those ideas differ. These differences are the strengths of a collection that is stimulating, enlightening, provocative. The following examples indicate their range.Andrea Nye examines the correspondence of Heloise and Abelard and, in a second article, of Elizabeth of Bohemia and Descartes. Heloise and Elizabeth are usually regarded as passive followers or, at best, no more than serious questioners seeking answers of their correspondents. Nye’s fresh look at the Heloise-Abelard correspondence finds not only important differences between two ways of thinking, but also sees already underlying their disagreement what she calls the “macroquestion” of philosophy’s future: philosophy as “a professional discipline independent of political or social concerns or... an ongoing critical and cultural discourse.” (25) Elizabeth’s persistent questions to Descartes reveal ideas that challenge his views, especially on moral issues and physiological-psychological [End Page 164] phenomena; these are views that have a greater complexity than the basic issue of mind-body interaction that is usually identified as central to their exchange.Writing on Harriet Taylor Mill, Jo Ellen Jacobs examines changing attitudes towards her subject, beginning with views of Taylor Mill’s contemporaries and moving through the decades into our time. She finds parallels between criticisms of Taylor Mill and attitudes towards the so-called intellectual woman. In times encouraging of women, Taylor Mill is regarded as having made important contributions to the development of J. S. Mill’s thinking, in addition to writing and speaking about her own ideas and positions that did not always follow those of J. S. Mill. In less encouraging times, her significance tends to be minimized.Hannah Arendt is not usually thought of as a feminist. Joanne Cutting-Gray, through her discussion of Arendt’s early book on Rahel Varnhagen, develops implications of that study for Arendt as a “feminist thinker,” in particular through her focus on “the politics of alterity.” Cutting-Gray finds in the Varnhagen biography “an analogy between Jewish and female alterity [that] can stretch our understanding of women and politics.” (281)And there is more, much more: Martha Brandt Bolton’s scholarly examination of the philosophical works... (shrink)

Joseph Almog pointed out that Kripkean causal chains not only exist for names, but for all linguistic items (Almog 1984: 482). Based on this, he argues that the role of such chains is the presemantic one of assigning a linguistic meaning to the use of a name (1984: 484). This view is consistent with any number of theories about what such a linguistic meaning could be, and hence with very different views about the semantic reference of names. He concludes that (...) the causal theory is ‘rather trivial’ (1984: 487). In this paper I argue that Almog is correct to hold that the causal theory is trivial, but, contra Almog, argue that the triviality of the existence of causal chains is not a matter of such chains having a presemantic role in assigning linguistic meanings to utterances. Instead, such triviality is due to the fact that the causal theory reflects no more than a truism about the epistemology of convention acquisition. (shrink)

According to the Feigl–Reichenbach–Salmon–Schurz pragmatic justification of induction, no predictive method is guaranteed or even likely to work for predicting the future; but if anything will work, induction will work—at least when induction is employed at the meta-level of predictive methods in light of their track records. One entertains a priori all manner of esoteric prediction methods, and is said to arrive a posteriori at the conclusion, based on the actual past, that object-level induction is optimal. Schurz’s refinements largely solve (...) the notorious short-run problem. A difficulty is noted, however, related to short-run worries but based on localized disagreement about the past, a feature characteristic of real debates (especially early modern) involving induction in intellectual history. Given the evidence about past events, _unfiltered by induction_, meta-induction might support a partly non-inductive method—especially as judged by proponents of esoteric prediction methods, who presumably believe that their methods have worked. Thus induction is justified meta-inductively in contexts where it was uncontroversial, while not obviously justified in key contexts where it has been disputed. This objection, momentarily sensed by Reichenbach regarding clairvoyance, is borne out by the Stoics’ use of meta-induction to justify both science and divination and by ancient Hebrew examples of meta-induction. Schurz’s recently introduced criteria for acceptance of testimony play a crucial role in arriving at object-level induction using meta-induction, but one might question them. Given the need for judgment in accepting testimony, it is unclear that the subjectivity of Howson’s Bayesian answer to Hume’s problem is overcome. (shrink)

The Caesar problem arises for abstractionist views, which seek to secure reference for terms such as ‘the number of Xs’ or #X by stipulating the content of ‘unmixed’ identity contexts like ‘#X = #Y’. Frege objects that this stipulation says nothing about ‘mixed’ contexts such as ‘# X = Julius Caesar’. This article defends a neglected response to the Caesar problem: the content of mixed contexts is just as open to stipulation as that of unmixed contexts.

The medium‐independence of computational descriptions has shaped common conceptions of computational explanation. So long as our goal is to explain how a system successfully carries out its computations, then we only need to describe the abstract series of operations that achieve the desired input–output mapping, however they may be implemented. It is argued that this abstract conception of computational explanation cannot be applied to so‐called real‐time computing systems, in which meeting temporal deadlines imposed by the systems with which a device (...) interfaces are constitutive of the computing tasks that a device performs. Instead, real‐time computing reveals the need for alternative conceptions of computational explanation, as well as computational implementation, that eschew medium‐independence. (shrink)

This completes what I think one may state and defend on physical grounds concerning the foundations of Astrology and the coming year 1602. If those learned in matters of Physics think them worthy of consideration, and communicate to me their objections to them, for the sake of eliciting the truth, I shall, if God grants me the skill, reply to them in my prognostication for the following year. I urge all who make a serious study of philosophy to engage in (...) this contest. For it concerns our worship of God and the welfare of the human race. Meanwhile, I pray from the depths of my soul, through Christ our mediator, that for all and for each the coming year may be a very happy one. (shrink)

We use Marya Schechtman’s Narrative Self-Constitution View to support the widespread idea that food can contribute to the construction and expression of our identities and be used to understand others. What foods we consume can be one such way to construct our identities as food itself can have different values: ethically sourced, healthy, culturally significant, etc. However, the ability to constitute one’s own identity in this way depends on the ability to autonomously choose what we consume. We argue that most (...) consumers have much less control over their own consumption habits than is typically assumed (indeed, much of the literature on food and identity relies on the assumption) and thus consumers have diminished autonomy with respect to identity-constitution. We focus on the effects of three such autonomy compromising practices: food impositions, which are social pressures on food choice; manipulative marketing; and impediments to access. Together these practices diminish second-order endorsement of food-related values, generate false beliefs about what one is eating, and create social, economic, or physical barriers which limit access to desired foods. There are, however, spaces where consumers are fighting back against cultural norms and agribusiness and changing their own relationship(s) with consumption, thereby exercising increased autonomy over their food and their identity. (shrink)

Unlike other writing systems that are readily classifiable as alphabetic or syllabic in their structure, the Indic Devanagari script (of which Hindi is an example) has properties of both syllabic and alphabetic writing systems. Whereas Devanagari consonants are written in a linear left-to-right order, vowel signs are positioned nonlinearly above, below, or to either side of the consonants. This fact results in certain words in Hindi for which, in a given syllable, the vowel precedes the consonant in writing but follows (...) it in speech. The current research exploited this property of the script to examine when the disparity between spatial and temporal sequenc- ing would incur a processing cost and the implications of the findings from naming speed, accuracy, and writing order for the level at which words in Devanagari are segmented. The results support a partly phonemic and partly syllabic level of segmentation, consistent with the structural hybridity of the script. (shrink)

Reviewed work: Max Weber, Wirtschaft und Gesellschaft, Teilband 3, Recht, ed. Werner Gephart and Siegfried Hermes. Tu¨bingen: J. C. B. Mohr (Paul Siebeck), 2010. ISBN 978-3-16-150358-0, xxix þ 811 pp. € 299.00. Max Weber Gesamtausgabe, I/22–3.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Other Side of Nothingness: Toward a Theology of Radical OpennessPaul O. IngramThe Other Side of Nothingness: Toward a Theology of Radical Openness. By Beverly J. Lanzetta. Albany: State University of New York, 2001. 182 pp.The central thesis of The Other Side of Nothingness is that apophatic mystical experience offers Christians a theology of humility sensitive to religious pluralism, which in turn is a means of overcoming the (...) "pains of spiritual oppression" caused by religious intolerance and doctrinal imperialism. The book's argument is that "mystical consciousness" overturns the dogmatic truth claims of "conventional theology" by preparing the self for the experience of radical openness to "divinity," however "divinity" is theologically named in the "conventional theology" of humanity's religious traditions. The book's author, Beverly J.Lanzetta, draws on a variety of Christian mystical texts to support her claims: Meister Eckhart, Gregory of Nyssa, Pseudo-Dionysius, Teresa of Avila, Bonaventure, and the anonymous author of the Cloud of Unknowing. She also makes comparative references to Hindu, Buddhist, and Sufi traditions, along with contemporary writers such as Abraham Joshua Heschel, Mahatma Gandhi, Thomas Merton, Howard Thurman, and Dorothy Day to illustrate her claim that apophatic mystical experience—the experience of the utter [End Page 306] annihilation of the self—draws the mystic to a place beyond a tradition's historical and normative self-understanding to new dimensions of the Sacred and, sometimes, to new "revelatory paradigms." The revelatory paradigm Lanzetta believes she has discovered in the evidence she cites is that "the divine nature itself is pluralistic, non-absolute, and is continually the source of new religious traditions," by which she means something similar to what John Cobb calls "creative transformation." For her, this is the antidote to religious imperialism and the exclusivism of conventional theology, meaning "non-mystical theology," which she argues is the source of religions fanaticism in all religions traditions, particularly in Christianity.There is much to admire about Lanzetta's take on mysticism and its importance for undercutting theological absolutism of the sort one encounters in the Christian Right or in certain radical movements within contemporary Islam. Her analyses of the mystical texts she cites to support her arguments are carefully crafted and accurately express the theologies of the Christian mystics who are the foci of her own theological reflection. Her writing style is elegant and clearly expresses the passion with which she embraces her views. I especially liked her focus on kenotic Christology in her description of the "Apophatic Christ" who "bears the generosity of speech and teaches an ethic of radical openness," which Lanzetta claims is also an openness to truths found outside Christian tradition. "All are called not to his name, his ministry, or even to his person, but are called to sustain the tension between the saying and the unsaying, and between the living and the dying, in which God's nonviolent heart yearns for unconcealment" (p. 90). Indeed, this is the heart of Christian mystical experience of Christ, particularly attested to in the writings of Maguerite Porete and Hildegard von Bingen. Yet kenotic Christologies are also found in nonmystical theology, which Lanzetta tends to lump together pejoratively under her category "conventional theology." Consequently, as much as I admire this book and agree with its essential conclusions—but for different reasons—my trouble with this work originates in Lanzetta's assertion of a hard dualism between mystical theology and "ordinary theology," a dualism that undermines her arguments and conclusions. My concern is threefold.First, mystical experience is primarily a matter of consciousness in the sense that something previously unknown and unexperienced is suddenly "there." This unanticipated presence is as real to the mystic's perspective as everyday experiences are, which is why mystics so often speak of being empowered to "see" or "touch" or "taste" what has been up to now imperceptible. If the experience is apophatic in structure—a usually brief moment of awareness in which all subject-object duality is overcome so that the mystic isn't aware of a self separated from what the self experiences or even that there is an "experience happening"—the mystic is neither thinking, feeling, or interpreting. That is... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Musician and Teacher: An Orientation to Music EducationBrent GaultPatricia Shehan Campbell (with chapters contributed by Steven M. Demorest and Steven J. Morrison), Musician and Teacher: An Orientation to Music Education (New York, NY: W. W. Norton and Company, 2008)If one were to review the course content of undergraduate music education programs at various colleges and universities, an "Introduction to Music Education" or "Foundations of Music Education" course would (...) most likely be included. This course often serves a variety of functions for a given program. It can provide students with an overview of the various instructional settings found in the music education profession and introduce theoretical information regarding student development and learning. Foundation courses often review historical and philosophical information, allow students to develop their own justifications regarding why music should be part of a school program, and present information regarding practical issues in the music teaching profession including assessment, planning for instruction, use of technology, and working with diverse learning situations.Because the curricular content within given foundation courses can be quite varied, finding a text that is broad enough to cover the myriad of topics that might be addressed in this type of course yet detailed enough to make each topic meaningful is a true challenge. While no single text can truly meet all needs [End Page 213] that are unique to each instructional setting, Patricia Shehan Campbell's Musician and Teacher: An Orientation to Music Education is an example of a text that succeeds in both providing a broad view of the music education profession while also presenting specific and meaningful information related to each topic addressed within its pages.One of the unique aspects of this book is Campbell's attempt throughout the text to discuss music education from personal, theoretical, and global perspectives. Many of the chapters utilize case descriptions of music education students and practicing teachers to highlight the theoretical ideas discussed in the text. In addition, Campbell relates learning theories and instructional approaches not only to instructional settings within the United States but throughout the world so that the reader can see both similarities and differences in how music is experienced in each setting.The first six chapters of the text deal with general principles related to the music education profession. An opening chapter sets the stage by discussing the decision to become a music educator, relating this decision to the personal stories of five individuals, and describing the qualities that can lead to a successful career in music education. The second chapter, "Great Minds on Music Education," provides an overview of the philosophical arguments for music education. Campbell uses this chapter to relay the ideas of perennial figures commonly identified with music education philosophy including John Blacking, Christopher Small, Bennett Reimer, Keith Swanwick, David Elliott, and Estelle Jorgensen, and adds to this a description of the views of political leaders, scholars, and thinkers throughout the world. In addition to discussing the views of Plato, Aristotle, Boethius, and Lowell Mason, Campbell also includes the ideas of Hildegard von Bingen, Akbar the Great (India), Chulalongkorn (Thailand), and Nelson Mandela to provide a richer portrait of how members of cultural communities throughout the world experience and value music.Continuing with this global perspective, Campbell uses the third chapter to discuss the ways that communities transmit music via formal, nonformal, and natural learning. These three ways of transmitting knowledge are similar to the ideas she described related to Bateson (Learning I, II, and III) and Merriam (enculturation, training, and schooling) in Lessons from the World. 11 After defining these approaches to learning, Campbell describes several learning contexts both past (Medieval Europe) and present (West Africa) to illustrate how formal, nonformal, and/or natural learning is utilized. The cross cultural comparison continues in Chapter Four, as Campbell describes various systems of music education in Africa, Asia, Australia, Europe, North America, and South America to illustrate similarities and differences related to standards for education, goals for instruction, and allotment of instructional time and resources.After providing this global view related to approaches to learning and systems [End Page 214] of instruction, the fifth chapter attempts to personalize music education through vignettes of music programs... (shrink)

This paper’s thesis is that the fallacies should not be taught to undergraduates. Besides some bad influences, this is not only because doing so steals time more valuably spent elsewhere, but also because the field is now so complex (overlapping concepts, theories and disciplines), that we lack knowledgeable instructors and sophisticated students. The study of theories involving fallacies, however, remains viable.

A key project in mainstream epistemology investigates the sense in which beliefs are vulnerable to knowledge-undermining luck and/or risk. This chapter will explore a related but largely overlooked question of how and to what extent our grasping connections between propositions is vulnerable to understanding- undermining luck and risk. The result will be a better view of how our attempts to understand the world are vulnerable when they are, and how to better mitigate against such vulnerabilities.

Abstractabstract:Vaccine hesitancy continues to pose a formidable obstacle to increasing national COVID-19 vaccination rates in the US, but this is not the first time that American vaccination efforts have confronted resistance and apathy. This study examines the history of US vaccination efforts against smallpox, polio, and measles, highlighting persistent drivers of vaccine hesitancy as well as factors that helped overcome it. The research reveals that logistical barriers, negative portrayals in the media, and fears about safety stymied inoculation efforts as early (...) as the 18th century and continue to do so. However, vaccine hesitancy has been markedly diminished when trusted community leaders have guided efforts, when ordinary citizens have felt personally invested in the success of the vaccine, and when vaccination efforts have been tied to broader projects to improve public health and social cohesion. Deliberately cultivating such factors could be an effective strategy for lessening opposition today, when COVID-19's distinctive characteristics make addressing vaccine hesitancy more urgent than it has ever been. (shrink)

Semantic theories that violate semantic innocence, that is require reference shifts when terms are embedded in ‘that’ clauses and the like, are often challenged by producing sentences where an anaphoric expression, while not itself embedded in a context in which reference shifts, is anaphoric on an antecedent expression that is embedded in such a context. This, in conjunction with a widely accepted principle concerning unproblematic anaphora (the ‘Principle of Anaphoric Reference’), is used to show that such reference shifting has absurd (...) consequences. We show that it is the widely accepted principle concerning anaphora that is to be blamed for these consequences and not the supposed sin of reference shifting. (shrink)

Often lurking below the surface of many clinical ethical issues are questions regarding background metaphysical, epistemological, meta-ethical, and political beliefs. In this issue, authors critically examine the effects of background beliefs on conscientious objection, explore ethical issues through the lenses of particular theoretical approaches like pragmatism and intersectional theory, rigorously explore the basic concepts at play within the patient safety movement, offer new theoretical approaches to old problems involving decision making for patients with dementia, explicate and explore the problems and (...) promises of machine learning in medicine, and offer us a non-rights-based argument for the just distribution of healthcare resources. (shrink)

This article presents and transcribes a newly identified John Locke manuscript – an index Locke made of Anton Deusing’s De motu cordis et sanguinis itemque de lacte ac nutrimento foetus in utero, dissertationes (Groningen, 1655). Deusing (1612–1666) was a polymath and medical eclectic with a scholastic predisposition who wrote numerous medical texts in the 1650s and 1660s. Locke owned and read several of these works, taking notes from them, and indexing at least two of them during his medical research at (...) Oxford in the mid-1660s. The recovery of this manuscript further underlines Locke’s own medical eclecticism at this time, highlighting the contrast between his views in this part of his career and the empiricism he later came to evince. (shrink)

Abstrak: Analisa Wacana Kritis (AWK - Critical Discourse Analysis) dewasa ini menjadi metodologi yang banyak dipakai untuk penelitian di bidang media dan masalah-masalah sosial, budaya dan politik, terutama untuk membongkar bentuk-bentuk dominasi, ketidakadilan, diskriminasi atau ketidakbebasan. Wacana sebagai praksis sosial mencerminkan kehidupan masyarakat yang diwarnai retorika, manipulasi dan penyesatan. Karena itu, AWK mau menganalisis praksis wacana yang mengonstruksi masalah ketidakberesan sosial tersebut dan meneliti bagaimana ideologi dibekukan dalam bahasa agar akhirnya bisa mencairkannya. Menurut penulis, AWK mengandung tiga kelemahan epistemologis yang (...) cukup mendasar: pertama, posisi metodologis yang mendorong agar peneliti memihak kepada korban dan mereka yang membutuhkan perubahan berimplikasi pada kondisi ideologis pendekatan ini. Kedua, pendekatan multidisiplin, tanpa disertai syarat-syarat rigoris dalam penggunaan teori-teori lain, menempatkan derajat keteramalan AWK dipertanyakan. Ketiga, rigoritas ilmiah dianggap tidak ketat karena para pionernya masih menggunakan konsep yang beragam untuk menunjuk fenomen yang sama. Kata-kata Kunci: Wacana, ideologi, teks, intertekstualitas, interdiskursivitas, praksis sosial, konstruksi, keteramalan, rekontekstualisasi, genre dan gaya. Abstract: At present, Critical Discourse Analysis (CDA) is widely used as the preferred methodology for research in domain of media as well as in sociological, cultural and political fields. This method serves as an instrument of deconstruction for injustice, discrimination, abuse of power, and limitation of freedom. Discourse as social praxis reflects the social life embedded by rhetoric, manipulation and misleading. Thus, the task of CDA is to analyze the discourse praxis that constructs social problem and to investigate how ideology has been frozen firmly in language and how to unfrozen it. In my opinion, CDA risks to be trapped in three epistemological weaknesses that consist of, first, the methodological standpoint that encourages reseachers to take a position in favor of the victim or those who need a change, tends to be bound by ideological condition. Second, the need for multidisciplinary approach without requiring rigorous conditions in adopting theoretical references entails the weakness of its predictability. Third, there is a lack of scientific rigorism as indicated by the use of different concepts by the CDA pioneers to point to a similar phenomenon. Keywords: Discourse, ideology, text, intertextuality, interdiscursivity, social praxis, construction, predictability, recontextualization, genre and style. (shrink)

A rupture has occurred–something is no longer quite as it was. Our current environmental crisis, climate catastrophe,has left us floundering without words for after three decades of popular ecological writing and decades more of scientificstudies nothing has yet been done to avert our path from its terminal arc. It is a weird occurrence for our words seeminsufficient, our categories incapacitated, and our understanding too flawed to comprehend it. Yet, it is a disasterwhich has already occurred–it is a disaster which we (...) live in the midst of and yet still lack the language with which tospeak. The greatest danger of such an epoch, according to Blanchot, is that, out of convenience, we use an outdatedand unsuitable language to attempt reconciliation. Rather than attempting to apply logical and nomical systems andconcepts to a catastrophe, which is catastrophic precisely because it obsolesces such ways of thinking, a new mode ofthought, of language, is required if climate catastrophe is to be properly understood and addressed. Utilizing the textsof Roland Barthes, Karen Barad, Maurice Blanchot and Timothy Morton, as well as the weird fiction of H.P.Lovecraft, I intend to demonstrate not only the pitfalls of our current agrilogistical approach to climate catastrophe,but also a potential eco-deconstructive alternative that would allow significant change to occur. (shrink)

In his concept of an anthropological physiology, F.J.J. Buytendijk has tried to lay down the theoretical and scientific foundations for an anthropologically-oriented medicine. The aim of anthropological physiology is to demonstrate, empirically, what being specifically human is in the most elementary physiological functions. This article contains a sketch of Buytendijk''s life and work, an overview of his philosophical-anthropological presuppositions, an outline of his idea of an anthropological physiology and medicine, and a discussion of some episternological and methodological problems. It is (...) demonstrated that Buytendijk''s design of an anthropological physiology is fragmentary and programmatic and that his methodology offers few points of contact for specific anthropological experimental research.Notwithstanding, it is argued that Buytendijk''s description of the subjective, animated body forms a pre-eminent point of reference for all research in physiology and psychology in which the specific human aspect is not ignored beforehand. (shrink)

In an article in Philosophy R. G. Swinburne set out to argue that none of Hume's formal objections to the design argument ‘have any validity against a carefully articulated version of the argument’ . This, he maintained, is largely because Hume's criticisms ‘are bad criticisms of the argument in any form’ . The ensuing controversy between Swinburne and Olding 1 has focused upon the acceptable/unacceptable aspects of the dualism presupposed in Swinburne's defence of the design argument; upon whether any simplification (...) is achieved by reducing scientific explanation to agent explanation; and upon the problems which arise from taking a man's acting upon his body as the analogy for understanding a disembodied agent acting upon matter. In this article I shall refer to the Swinburne-Olding controversy when appropriate but my main concern is to return to Swinburne's original article and argue, seriatim , that Hume's individual criticisms of the design argument are for the most part a great deal more powerful than Swinburne allowed. I shall contend that cumulatively they destroy the design argument as any sort of rational foundation for theistic belief. But first I shall indicate briefly the character of the argument together with one or two of the distinctions and refinements in terms of which it has been found helpful to carry on the discussion in recent years. (shrink)

I want to consider in this paper a question that is looming large in the theology of most world religions, not least in the Christian tradition. The following discussion will be confined to the Christian standpoint, though I hope mutatis mutandis the main points will be seen to apply to other religious perspectives as well. Specifically then, this question can be ex–pressed in two ways. We may ask, in the context of the contemporary dialogue situation, how is the committed Christian (...) to regard the adherents of non–Christian religions? and what status do these alien belief–systems have with respect to the Christian faith–response? Both forms of the issue are often discussed it seems to me without due attention being given to an important distinction between them. So, at the outset, it will be useful to make one or two observations about this. First of all, it is inevitable, I think, that an evaluational factor is implied by both formulations. We are pondering a basically Christian assessment of religious traditions that are non–Christian, and any solution suggested which eventually eliminates a one-sided overall perspective will apparently put us in a dilemma. For, on the one hand, a Christian theology of religions will be expected to produce a Christian result; on the other hand, a finally nonevaluational solution seems unable to be called a Christian view of things at all. In the event of such a ‘neutral theology’ as the latter resulting , is the dilemma that becomes apparent a genuine one, or can it be resolved by a more stringent analysis of the relevant issues? (shrink)

The first of four volumes that will present the only English translation of the complete correspondence of the remarkable twelfth-century Benedictine abbess Hildegard of Bingen, this study consists of nearly four hundred letters addressed to some of the most notable people of the day.

Flew's challenge to the religious believer asks him to specify what would count as a disproof for, e.g. ‘There is a God’. A statement of such a specifiable condition I called an ‘empirical denial’. In my earlier paper I was concerned to show that a statement is a statement whether or not it has such an empirical denial. I was not particularly concerned to show that there are some statements which do not have an empirical denial; my concern was to (...) show that it is not essential that they do. It was in connection with this point that the statement ‘John loves Mary’ was discussed. But this very same example may indeed serve as an example of a statement for which, in certain complex situations, there is no empirical denial. That is, in some circumstances, no matter what empirical conditions are specified, when the statement ‘John loves Mary’ is made, they could obtain and still John might love Mary, as the developing situation would make clear. If the condition specified is that John is cruel to Mary and shows no concern for her, details could always emerge in such a situation to explain why, even though he loved her, he was cruel and showed no concern. And so on. (shrink)