In lieu of an abstract, here is a brief excerpt of the content:Reflections on Futures for Music Education PhilosophyEstelle R. JorgensenIn 1990, when I convened the first International Symposium for the Philosophy of Music Education at Bloomington, Indiana, there was one dominant philosophy of music education in the United States and another was about to make its appearance. The five succeeding symposia (Toronto, Canada, in 1994, led by David Elliott; Los Angeles, United States, in 1997, led by Anthony Palmer and (...) Frank Heuser; Birmingham, United Kingdom, in 2000, led by Mary Reichling and Forest Hansen; Lake Forest, Illinois, United States, in 2003, led by Iris Yob, Frank Heuser, and Forest Hansen; and Hamburg, Germany, in 2005, led by Charlene Morton, Paul Woodford, Frede Nielsen, and Jürgen Vogt) have promoted other philosophies. And this burgeoning of different voices and perspectives has greatly enriched the philosophical underpinnings of music education and moved us from relying on a narrow range of philosophical views towards a plethora of them.In our infant society, the International Society for Philosophy of Music Education (ISPME), we are creating and institutionalizing a forum that can nurture and critique ideas and practices and sustain the work of philosophical reflection in music education over the longer term. We have also benefited from long-term commitments by the Indiana University School of Music and Indiana University [End Page 15] Press to publishing the Philosophy of Music Education Review, now in its fourteenth volume (building on three years of publication of the Philosophy of Music Education Newsletter), and the Counterpoints: Music and Education series that provides an important venue for publishing cutting-edge scholarship in our field. And over the past two years, we have begun to build an international team of philosophers committed to establishing a strong philosophical society in music education.Beyond institutionalizing philosophical scholarship in music education, our society is committed to creating a genuinely international community that offers a global perspective. In the past, music education grew up within national borders and its work was often nationalistic in emphasis. Now, we face new challenges of thinking beyond these national commitments to a world of music education. This world might be seen as what Maxine Greene aptly terms "multiplicities and pluralities,"1 the many differing groups forged within language groups, religious perspectives, political ideologies, economic strictures, and familial obligations. And as philosophers, we work especially within our various linguistic and cultural traditions as we also seek to transcend these traditions in a common discourse.How shall we address philosophically the multiplicities and pluralities, commonalities and differences in music education internationally? Radical relativism and pluralism offer contrasting perspectives.2 Radical relativism sees the host of different music education beliefs and practices around the world as incommensurable and focuses on differences between them. For example, viewing Japanese and British music education within this stance would suggest that since Japanese and British music education reflect Japanese and British society and culture respectively, each cannot be understood in terms of the other, they are different and incommensurate with the other, and it is important to understand each in its own terms. Pluralism, however, sees differences as commensurable and focuses on shared attributes. Since human beings are the creators of culture and society, common threads amidst the differences emerge from this common humanity. For example, as a reflection of their different societies and cultures, although we expect to encounter differences between British and Japanese music education, we may also observe commonalities since they both bear the imprint of a shared humanity.Notwithstanding that musics and educational systems seem, upon first glance and when considered specifically, to be incommensurable, a deeper and more general examination turns up evidence supporting a pluralist perspective.3 Historically, cultures regularly borrow from different others as if there were common human threads. Maurice Ravel, Carl Orff, and Paul Simon are among twentieth-century composers to draw on cultures from the Far East and Africa. In music [End Page 16] education, Masafumi Ogawa's study of the introduction of Luther Whiting Mason's ideas into Japan in the nineteenth century,4 the dissemination of Shinichi Suzuki's ideas into the United States, the spread of Zoltán Kodály's, Émile Jaques-Dalcroze's, and Carl Orff's and Gunild... (shrink)

The author examines three fundamental concepts: existence, a priori knowledge, and value. These concepts have been recurrent concerns of western philosophy and also reveal important similarities and differences between the movements from which the author takes his departure.

Machine generated contents note: ARISTOTELIAN AND CARTESIAN LOGIC AT HARVARD -- by Rick Kennedy -- I. Introduction --II. Religiously-Oriented, Dogmatically-Inclined Humanistic Logics from the Renaissance to the Seventeenth Century -- A. Melanchthon and Aristotelianism 01 -- B. Richardson and Ramism 16 -- C. Aristotelianism, Ramism, and Schematic Thinking 25 -- D. Puritan Favoritism From Ramus to Descartes 32 -- E. Cartesian Logic and Christian Skepticism 37 -- F. The Religious and Dogmatic Orientation of The Port-'Royalfogic 42 -- G. Cartesian Logic (...) in British Textbooks 52 -- III. Charles Morton and c A; logick System -- A. Charles Morton 62 -- B. Morton's cAfogick System 78 -- IV. William Brattle and the Compendium of logick -- A. Intellectual Reform in the Puritans' Collapsing World 91 -- B. The Compendium ofJogick 93 -- c. Brattle: Tutor and Unofficial Professor of Divinity 108 -- V. Epilogue: Later Constituencies of Religious Logics and 133 -- The Separation of Logic and Divinity at Harvard. (shrink)

_A Philosopher’s Story_ is the autobiography of a prominent philosopher whose interactions with other leading thinkers and experiences at major institutions of higher learning over a period of time of more than fifty years make this an informative introduction to the intellectual life of late twentieth century America. During his academic career, Morton White has been involved in a number of controversies that have raised profound issues. One concerned the role of religion at Harvard in the 1950s; another was (...) precipitated by the student rebellion at Harvard in the 1960s; and a third surrounded the question of academic governance at the Institute of Advanced Study during the 1970s. Throughout his academic career he has been an intellectual bridge-builder who has tried to avoid the pitfalls off wooliness and obscurity while uniting his widely spread interests. This is a professor’s story with many distinguishing features. Like other examples of the author’s writing, it reflects many different aspects of American thought and society during the twentieth century. (shrink)

One of the most important philosophers of recent times, Morton White has spent a career building bridges among the increasingly fragmented worlds of the humanities, social sciences, and natural sciences. From a Philosophical Point of View is a selection of White's best essays, written over a period of more than sixty years. Together these selections represent the belief that philosophers should reflect not only on mathematics and science but also on other aspects of culture, such as religion, art, history, (...) law, education, and morality.White's essays cover the full range of his interests: studies in ethics, the theory of knowledge, and metaphysics as well as in the philosophy of culture, the history of pragmatism, and allied currents in social, political, and legal thought. The book also includes pieces on philosophers who have influenced White at different stages of his career, among them William James, John Dewey, G. E. Moore, and W. V. Quine. Throughout, White argues from a holistic standpoint against a sharp epistemological distinction between logical and physical beliefs and also against an equally sharp one between descriptive and normative beliefs.White maintains that once the philosopher abandons the dogma that the logical analysis of mathematics and physics is the essence of his subject, he frees himself to resume his traditional role as a student of the central institutions of civilization. Philosophers should function not merely as spectators of all time and existence, he argues, but as empirically minded students of culture who try to use some of their ideas for the benefit of society. (shrink)

This paper contests the view that the events which have taken place in linguistics following the syntactic theories of N. Chomsky conform to the pattern of scientific development described in Kuhn's The Structure of Scientific Revolutions. Specifically, it is argued that neither Kuhn's claims about the nature of 'normal science', nor those about the necessity of crisis preceding periods of revolutionary change, nor those about 'paradigms' succeeding one another in the history of a science, find any confirmation in the case (...) of the generative revolution in linguistics. (shrink)

Winston evaluates strategies that have been used by international human rights nongovernmental organizations in attempts to influence the behavior of multinational corporations.

A scholarly examination of the centrality of the mind-body problem within and across the science of cognition--from philosophy to psychology to artificial intelligence to neural science. Conceptions of the mind-body problem range from the heritage of Cartesianism to the identification of the circumscribed brain structures responsible for domain specific cognitive mechanisms. Neither narrowly technical nor philosophically vague, this is a structured and detailed account of advancing intellectual developments in theory, research, and knowledge illumined by the conceptual vicissitudes of the mind-body (...) problem. This unique treatment will be of special interest to creative scholars in the disciplines of he sciences of cognition. (shrink)

I consider Glimcher's claim to have given an account of mental functioning that is at once neurological and decision-theoretical. I am skeptical, but remark on some good ideas of Glimcher's.

Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds, Moving Up without Losing Your Way looks at the (...) ethical dilemmas of upward mobility—the broken ties with family and friends, the severed connections with former communities, and the loss of identity—faced by students as they strive to earn a successful place in society. -/- Drawing upon philosophy, social science, personal stories, and interviews, Jennifer Morton reframes the college experience, factoring in not just educational and career opportunities but also essential relationships with family, friends, and community. Finding that student strivers tend to give up the latter for the former, negating their sense of self, Morton seeks to reverse this course. She urges educators to empower students with a new narrative of upward mobility—one that honestly situates ethical costs in historical, social, and economic contexts and that allows students to make informed decisions for themselves. -/- A powerful work with practical implications, Moving Up without Losing Your Way paves a hopeful road so that students might achieve social mobility while retaining their best selves. (shrink)

Many non-naturalists about the normative want to endorse the view that some normative facts hold in virtue of both non-normative facts and normative principles. In this paper, I argue that non-naturalism is inconsistent with this thesis, due to the nature of normative principles and their grounds. I then consider two ways in which the nonnaturalist position could be modified or expanded to solve this problem. No solution, it turns out, is without its problems. I end by considering how the non-naturalist (...) can deny that normative facts obtain partially in virtue of principles. (shrink)