This study was designed to compare the natural free form communication that takes place when a person interacts with robotic entities versus live animals. One hundred and eleven participants interacted with one of four entities: an AIBO robotic dog, Legobot, Dog or Cat. It was found that participants tended to rate the Dog as more capable than the other entities, and often spoke to it more than the robotic entities. However, participants were not positively biased toward live entities, as the (...) Cat often was thought of and spoken to similarly to the AIBO robot. Results are consistent with a model in which both appearance and interactivity lead to the development of beliefs about a live or robotic entity in an interaction. Keywords: Human-robot interaction; human-animal interaction; AIBO; free form communication; attributions; human-entity interaction. (shrink)

This study was designed to compare the natural free form communication that takes place when a person interacts with robotic entities versus live animals. One hundred and eleven participants interacted with one of four entities: an AIBO robotic dog, Legobot, Dog or Cat. It was found that participants tended to rate the Dog as more capable than the other entities, and often spoke to it more than the robotic entities. However, participants were not positively biased toward live entities, as the (...) Cat often was thought of and spoken to similarly to the AIBO robot. Results are consistent with a model in which both appearance and interactivity lead to the development of beliefs about a live or robotic entity in an interaction. Keywords: Human-robot interaction; human-animal interaction; AIBO; free form communication; attributions; human-entity interaction. (shrink)

This study was designed to compare the natural free form communication that takes place when a person interacts with robotic entities versus live animals. One hundred and eleven participants interacted with one of four entities: an AIBO robotic dog, Legobot, Dog or Cat. It was found that participants tended to rate the Dog as more capable than the other entities, and often spoke to it more than the robotic entities. However, participants were not positively biased toward live entities, as the (...) Cat often was thought of and spoken to similarly to the AIBO robot. Results are consistent with a model in which both appearance and interactivity lead to the development of beliefs about a live or robotic entity in an interaction. Keywords: Human-robot interaction; human-animal interaction; AIBO; free form communication; attributions; human-entity interaction. (shrink)

Efforts to counter software piracy are an increasing focus of software publishers. This study attempts to develop a profile of those who illegally copy software by looking at undergraduate and graduate students and the extent to which they pirate software. The data indicate factors that can be used to profile the software pirater. In particular, males were found to pirate software more frequently than females and older students more than younger students, based on self-reporting.

This study examines the influence of ethical fit on employee attitudes and intentions to turnover. The results of this investigation provides support for the conjecture that ethical work climate is an important variable in the study of person-organization fit. Ethical fit was found to be significantly related to turnover intentions, continuance commitment, and affective commitment, but not to job satisfaction. Results are discussed in regard to some of the affective and cognitive distinctions among satisfaction, commitment, and behavioral intentions.

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 36.4 (2003) 330-352 [Access article in PDF] Liberal Irony, Rhetoric, and Feminist Thought: A Unifying Third Wave Feminist Theory Valerie R. Renegar School of Communication San Diego State University Stacey K. Sowards Department of Communication Studies California State University, San Bernardino The meanings of a feminist movement and feminism have changed significantly over the past hundred years. From the women's suffrage movement, to the Supreme (...) Court decision in Roe v. Wade, to the 1980s label "feminazi," feminist theories and movements have emphasized many different issues for a variety of reasons. In part, it is these differences that make identification with feminist principles and practices so difficult. As part of the new generation of feminists, we are often left wondering if we are good enough as feminists, if we do enough as activists, and what it is that we really stand for. Many of us have grown up with the benefits and the victories of the feminists in the second wave and feel a responsibility to continue to seek the end of oppression. However, our experiences as feminists and young women often leave us feeling angry, hopeless, and confused as to where we are supposed to go, how we are supposed to get there, and what battles we are supposed to wage as part of a feminist movement. Resolving these tensions and questions will allow us to better understand and articulate what it is that we want and need in a feminist theory. Recent and ongoing division within and among feminist movements and theories, lack of consensus, in-group fighting, and a focus on singular women's theories and issues have created problems and a lack of solidarity that is counterproductive to feminism as a whole."Third wave feminism" is a term used to describe feminists who were born in the 1960s and 1970s. Although not universally recognized as a discrete wave of feminism, the third wave is increasingly distinguishing itself in both popular culture and academic writing. 1 We believe that third wave feminism is an emerging movement that currently lacks an overarching or coherent philosophy of praxis. While this type of unifying philosophy is not necessarily required by a movement, we believe that the presence of such a theory, in the instance of third wave feminism, would be highly [End Page 330] beneficial since it could provide direction and explain the motives of young feminists who are still in the process of developing and defining their feminist beliefs and actions. Often the philosophy of a movement is not apparent until the movement is well established or has accomplished its goals. Third wave feminists, however, are in a unique position to simultaneously create and embrace a coherent philosophy while developing their feminist ideas and practices. In this essay, we argue that Richard Rorty's notion of liberal irony, as interpreted by third wave feminist experience, is a coherent philosophy of thought and action that will center the emerging feminist movement and allow it to prosper.For us, a rhetorical theory constructed from Rorty's liberal irony and pragmatism, together with various third wave feminist theories, provides the sort of solution that addresses many of our concerns about the direction of feminist theory. Rorty's philosophy of liberal ironism is compelling but has received scant attention from feminist or rhetorical theorists. A few feminist philosophers have examined a pragmatist feminism, but have largely focused on the early pragmatists, ignoring Rorty's liberal ironism entirely or discussing it only in the larger context of pragmatism (Aboulafia 1993; Hart 1993; Leffers 1993; Pappas 1993; Rooney 1993; Shuler and Tate 2001; Seigfried 1996; Sullivan 2001; Upin 1993). Donna Haraway (1990), although not dealing directly with irony from a pragmatist perspective, notes that language politics are strongly associated with feminist struggles. She argues that feminists can utilize ironic methods to negotiate identities that "seem contradictory, partial, and strategic" (197). An ironic perspective recognizes the exclusion inherent in naming and allows contradictory fusions of identity to emerge. In this way, irony blurs the boundaries of language... (shrink)

This chapter contains sections titled: Introduction Evolution Evolutionary Psychology Ultimate vs. Proximate Causes of Behavior An Example of an Evolved Psychological Mechanism Solidified During the Pleistocene Epoch Summary Postscript: Counterpoint References.

This essay examines the contradictions often found in third wave feminist texts that function as strategic choices that may shape, foster, and enhance an individual's sense of agency. Many third wave feminists utilize contradiction as a way to understand emergent identities, to develop new ways of thinking, and to imagine new forms of social action. Agency, then, stems from the use of contradiction as a means of self-determination and identity, of transcendence of seemingly forced or dichotomous choices, and counter-imaginations of (...) a better future. (shrink)

The fourteen authors in this collection used phenomenology and hermeneutics to conduct deep inquiry into perplexing and wondrous events in their work and personal lives. These seasoned scholar-practitioners gained remarkable insight into areas such as health care and illness, organ donation, intercultural communications, high-performance teams, artistic production, jazz improvisation, and the integration of Tai Chi into education. All authors were transformed by phenomenology's expanded ways of seeing and being.

Women who are abused by their male intimate partners incur many costs, ranging in severity from fleeting physical pain to death. Previous research has linked the presence of children sired by a woman’s previous partner to increased risk of woman abuse and to increased risk of femicide. The current research extends this work by securing data from samples of 111 unabused women, 111 less severely abused women, 128 more severely abused women, and 26 victims of intimate partner femicide from the (...) Chicago Women’s Health Risk Study to document an ordinal trend in the risk of experiencing more severe forms of violence for women who have children in the household sired by a previous partner. The discussion addresses two potential explanations for this trend and highlights directions for future research. (shrink)

Background The European Union aims to optimize patient protection and efficiency of health-care research by harmonizing procedures across Member States. Nonetheless, further improvements are required to increase multicenter research efficiency. We investigated IRB procedures in a large prospective European multicenter study on traumatic brain injury, aiming to inform and stimulate initiatives to improve efficiency. Methods We reviewed relevant documents regarding IRB submission and IRB approval from European neurotrauma centers participating in the Collaborative European NeuroTrauma Effectiveness Research in Traumatic Brain Injury. (...) Documents included detailed information on IRB procedures and the duration from IRB submission until approval. They were translated and analyzed to determine the level of harmonization of IRB procedures within Europe. Results From 18 countries, 66 centers provided the requested documents. The primary IRB review was conducted centrally or locally and primary IRB approval was obtained after one, two or three review rounds with a median duration of respectively 50 and 98 days until primary IRB approval. Additional IRB approval was required in 55% of countries and could increase duration to 535 days. Total duration from submission until required IRB approval was obtained was 114 days and appeared to be shorter after submission to local IRBs compared to central IRBs. Conclusion We found variation in IRB procedures between and within European countries. There were differences in submission and approval requirements, number of review rounds and total duration. Research collaborations could benefit from the implementation of more uniform legislation and regulation while acknowledging local cultural habits and moral values between countries. (shrink)

This paper deals with the place Diogenus of Babylon grants music within the realm of ethical education and training, as reported in Philodemus of Gadara’s (partisan) testimony in his De Musica, wherein it is stated that music encourages men to cultivate virtue and strengthen it. By exploring the controversy between Epicureanism and Stoicism, this paper aims to understand how, according to Stoic thought, cognitive sense-perception (ἐπɩστημoνKὴ σἲσθησɩᴤ) could have an ethical outcome, the sensory experience thus proving its expertise within the (...) field of ethics, and succeeding in changing man's varying states of pleasure and pain. In fact, music like poetry turns out to be the resounding image of rationality that holds direct sway over the rational soul. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Reconception of Performance Study in the Philosophy of Music EducationValerie L. TrollingerThe actual place of performance in music education has been the subject of numerous debates over the years. Most debates have revolved within the paradigm of the performance ability of the teacher and consequently the performance ability of the students. Is the level to be attained that of a winning concert band/marching band/choir? Or, is the level (...) to be attained the level at which the students and teacher feel the most comfortable and pleased? Most of this debate, along with the development of various assessments (including the Watkins-Farnum Test) and various rubrics to score music performance competitions, has emphasized characteristics of performance pertaining to accuracy of notes, precision of rhythm, and attendance to musicianship, style, and interpretation. On the other hand, the aesthetic value of performance has also been questioned in that the value of music in the schools should not be assessed solely by the importance placed on the attainment of performance skills by the students, suggesting that it is only through performance that one may know music. For example, in a recent article in the Music Educator's Journal,1 Bennett Reimer promotes the [End Page 193] position that time spent in either performance studies and active performance in music education (both at the K-12 and college teacher training levels) is not vital to the reconception of the National Standards (USA) for music education and, by extension, the field of music education itself. In the MEJ article, Reimer wrote:there is no reason to believe that highly developed performers make the best general music teachers, just as there is no reason to believe the reverse. We must get over the outdated and unrealistic assumption that performance is the one, singular, royal road to being musical and being an effective music educator.... [T]eachers cannot be expected to do what performance specialists do, and their teacher education curriculum must reflect that fact.2This position has also been recently supported by sociological publications3 and the following statement—echoed by several colleagues of mine—by a music teacher-training specialist,There is one big misconception among many music education students. Many graduates view themselves as musicians who are going into teaching. I attribute my own success to the realization that I am a teacher at heart. My first responsibility is teaching children. The vehicle through which I connect to them is music.4It is likely within the previous paradigm in which these respected authors positioned their arguments for the place of performance in the music curriculum and in that regard these assertions are unquestionably valid. What this particular paradigm concerns is the quantity and quality of performance based on purely musical attributes. The omission is that it does not include the quality of performance in relationship to health-based music education, a growing area of concern in the performing arts medicine field and, by extension, music educators who are concerned about this particular aspect of performance.5 The reason for the concern and hence this paper calling to the philosophical community to re-think the place and quality of performance in music education is that these viewpoints have had a great impact upon the validity of music education, in that they ignore a growing body of research from the performance and medical fields. While it must be made clear for the purposes of this paper that the writers of the above quotes have framed their ideas gracefully within their individual philosophical structures of music education, it must be pointed out that current research and knowledge in performance arts, in its conception as a physical human activity, needs to be incorporated into a revised philosophy of music education and curriculum. Music performance in music education has traditionally been viewed as a cognitive and emotional experience. However, it [End Page 194] is also a psychomotor experience, involving all sorts of soft body tissues, bones, and cartilages, which can enhance or detract from the total musical experience. Many music educators do not get enough instruction in college on how to teach voice or instruments healthfully and this is the reason for the concern... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Reconception of Performance Study in the Philosophy of Music EducationValerie L. TrollingerThe actual place of performance in music education has been the subject of numerous debates over the years. Most debates have revolved within the paradigm of the performance ability of the teacher and consequently the performance ability of the students. Is the level to be attained that of a winning concert band/marching band/choir? Or, is the level (...) to be attained the level at which the students and teacher feel the most comfortable and pleased? Most of this debate, along with the development of various assessments (including the Watkins-Farnum Test) and various rubrics to score music performance competitions, has emphasized characteristics of performance pertaining to accuracy of notes, precision of rhythm, and attendance to musicianship, style, and interpretation. On the other hand, the aesthetic value of performance has also been questioned in that the value of music in the schools should not be assessed solely by the importance placed on the attainment of performance skills by the students, suggesting that it is only through performance that one may know music. For example, in a recent article in the Music Educator's Journal,1 Bennett Reimer promotes the [End Page 193] position that time spent in either performance studies and active performance in music education (both at the K-12 and college teacher training levels) is not vital to the reconception of the National Standards (USA) for music education and, by extension, the field of music education itself. In the MEJ article, Reimer wrote:there is no reason to believe that highly developed performers make the best general music teachers, just as there is no reason to believe the reverse. We must get over the outdated and unrealistic assumption that performance is the one, singular, royal road to being musical and being an effective music educator.... [T]eachers cannot be expected to do what performance specialists do, and their teacher education curriculum must reflect that fact.2This position has also been recently supported by sociological publications3 and the following statement—echoed by several colleagues of mine—by a music teacher-training specialist,There is one big misconception among many music education students. Many graduates view themselves as musicians who are going into teaching. I attribute my own success to the realization that I am a teacher at heart. My first responsibility is teaching children. The vehicle through which I connect to them is music.4It is likely within the previous paradigm in which these respected authors positioned their arguments for the place of performance in the music curriculum and in that regard these assertions are unquestionably valid. What this particular paradigm concerns is the quantity and quality of performance based on purely musical attributes. The omission is that it does not include the quality of performance in relationship to health-based music education, a growing area of concern in the performing arts medicine field and, by extension, music educators who are concerned about this particular aspect of performance.5 The reason for the concern and hence this paper calling to the philosophical community to re-think the place and quality of performance in music education is that these viewpoints have had a great impact upon the validity of music education, in that they ignore a growing body of research from the performance and medical fields. While it must be made clear for the purposes of this paper that the writers of the above quotes have framed their ideas gracefully within their individual philosophical structures of music education, it must be pointed out that current research and knowledge in performance arts, in its conception as a physical human activity, needs to be incorporated into a revised philosophy of music education and curriculum. Music performance in music education has traditionally been viewed as a cognitive and emotional experience. However, it [End Page 194] is also a psychomotor experience, involving all sorts of soft body tissues, bones, and cartilages, which can enhance or detract from the total musical experience. Many music educators do not get enough instruction in college on how to teach voice or instruments healthfully and this is the reason for the concern... (shrink)

One has the distinct feeling that Deleuze and World Cinemas was already in the works when David Martin-Jones published Deleuze: Cinema and National Identity in 2006. In that earlier study, he married Deleuze with Homi K. Bhabha to produce constructive readings of both canonical and popular films. He considers these texts to be hybrid films that display qualities of both the movement-image and time-image, two Deleuzian concepts he deploys in showing how narrative time fashions national identity in distinctive ways. The (...) final chapter of this earlier work departed abruptly from discussion of Hollywood and Western European cinema to engage with films from East Asia, a move that charted a specific future course. In... (shrink)

제1장 다산의 시대와 생애 정재동/17 1. 시대적 배경/18 2. 다산의 생애/21 제2장 인간관, 사회관, 국가관 최병선·조병훈/29 1. 서론/29 2. 다산이 그린 이상적 국가상과 법제도/32 3. 인간관/37 4. 사회관/43 5. 국가관/52 6. 해석과 평가/67 제3장 조직관 김성현/75 1. 서론/75 2. 주관과 객관 차원에서 다산의 조직관/77 3. 규제와 변동 차원에서 다산의 조직관/83 4. 해석과 평가/86 제4장 공직관 김성기/94 1. 서론/94 2. 다산 윤리의 기초/96 3. 다산의 공직관/113 4. 다산의 공직윤리/118 제5장 부정부패에 대한 인식 최병선·조병훈/129 1. 서론/129 2. 환곡의 문란과 부정부패의 양상/130 3. (...) 원인 분석과 처방/145 4. 해석과 평가/163 제6장 리더십 문명재·김공록/174 1. 서론/174 2. 섬김의 리더십과 변혁적 리더십/175 3. 목민 리더십의 현대적 의미/179 4. 해석과 평가/196 제7장 의사결정론 심준섭/199 1. 서론/199 2. 조선의 사법 체계/201 3. 의사결정과 결정오차에 대한 다산의 사상/204 4. 해석과 평가/220 제8장 사회복지 이념 조성한/223 1. 서론/223 2. 조선 후기의 사회복지 상황/224 3. 다산의 복지 이념/227 4. 생산적 복지의 딜레마와 다산의 교훈/241 5. 해석과 평가/245 제9장 교육관 조성한/249 1. 서론/249 2. 교육철학/250 3. 교육제도와 교육 내용/258 4. 해석과 평가/265 제10장 다산 행정사상의 현대적 해석과 평가 최병선·심준섭/267 1. 권력 중심의 현실주의적 세계관/270 2. 애민에 기초한 법제도 인식/276 3. 철두철미한 실적주의 공직관/284 4. 과학적 합리주의/289 5. 이 글을 마치며/293 용어 정리/297 찾아보기/309. (shrink)

Sentential constants have been part of the R environment since Church [1]. They have had diverse uses in explicating relevant ideas and in sim- plifying them technically. Of most interest have been the Ackermann pair of constants t; f, functioning conceptually as a least truth, and as a greatest , under the ordering of propositions under true impli- cation. Also interesting have been the Church constants F; T, functioning similarly as least greatest propositions.

In lieu of an abstract, here is a brief excerpt of the content:Hypatia 17.4 (2002) 238-243 [Access article in PDF] Book Review Feminist Interpretations of Aristotle Feminist Interpretations of Aristotle. Edited by Cynthia A. Freeland. University Park: Pennsylvania State University Press, 1998. This volume consists of twelve essays, mostly newly published, on a variety of topics in Aristotelian scholarship ranging from the theoretical to the practical and productive parts of the corpus. The volume divides the papers into one group addressing (...) topics in Aristotle's metaphysics, physics, epistemology, biology, and logic on one hand, and his ethics, politics, poetics, and rhetoric on the other. The contributors include established scholars in ancient philosophy, such as Cynthia Freeland, Deborah Modrak, Martha Nussbaum, and Charlotte Witt, and younger scholars such as Angela Curran, as well as those in disciplines outside ancient philosophy, including literature, law, and political science. The latter group of essays includes a chapter by Luce Irigaray on Book IV of Aristotle's Physics from her work, An Ethics of Sexual Difference (1993), Freeland's interpretation of Irigaray's essay, as well as papers on Aristotelian political emotion, the historiography of Aristotle's rhetoric, and his political anthropology from Texas Law Review (1992). The very range of methodological perspective that lends breadth to the volume presents difficulties for an overview, in light of which four papers were selected for detailed comment, those on Aristotle's logic, Freeland's essay on Irigaray's reading of Physics IV, Aristotelian virtue ethics, and Aristotelian political emotion. Feminism and Aristotelian Logic While it is familiar to cite the inherent biases of theoretical disciplines like the social sciences and philosophy, it is less common to read how areas like mathematics and logic are similarly biased. It seems hard to see how a system of proof with rules, axioms, and formal notation is inherently biased against any one group. Yet feminists like Andrea Nye, Valerie Plumwood, and Luce Irigaray have criticized formal logic on the ground that it is antithetical to women's experience and interests. 1 In "Feminist Readings of Aristotelian Logic" (1998), Marjorie Hass takes on criticisms of Aristotle's logic, including three main objections: his logic is motivated by unequal relations of power, uses binary [End Page 238] truth-value, and ignores the concrete and the subjective in experience. In being thus characterized, Aristotle's logical theory represents a "gendered" way of reasoning, and should be avoided. Hass does well in replying to these objections with one exception. The first objection, that logic masks unequal power relations, is answered by Hass noting that logic and logical systems (in mathematics and philosophy) have arisen among various cultures and classes worldwide, and are not the domain of an elite group of men. Hass's further point that attaining logical skill can be liberatory to women needs to be underscored: it is surely politically loaded for feminists to argue that women cannot, or should not, do logic. Hass rightly responds to the third objection concerning the need for concrete experience on two grounds: first, for Aristotle the end of logical argument is in part the illumination of observed experience, not its dissolution, and second, that it is impossible to conceive of a language without any abstraction. We cannot construct a feasible language without abstract terms or categories, as Nye's criticism suggests.Hass's response to the second criticism, that bivalence is noxious, is correct but incomplete. The ground of this objection stems from the idea that in classical logic the laws of excluded middle and noncontradiction obtain such that given two contradictory propositions, only one can be true, and this fact implies inequality to feminist critics. But, as Hass points out, this objection does not acknowledge Aristotle's notion of contrariety in which both sentences are false—the point being that contrariety does not yield the same results as negation. Still, Hass admits, the "fluid" form of negation sought for by thinkers like Irigaray is not forthcoming in Aristotle's logic. 2 Here Hass overlooks what Aristotle has to say about future contingents in De Interpretatione 9, that statements about the future are neither true nor false: "it is not necessary that of every affirmation... (shrink)

In 1958, economist A. W. Phillips published an article describing what he observed to be the inverse relationship between inflation and unemployment; subsequently, the "Phillips curve" became a central concept in macroeconomic analysis and policymaking. But today's Phillips curve is not the same as the original one from fifty years ago; the economy, our understanding of price setting behavior, the determinants of inflation, and the role of monetary policy have evolved significantly since then. In this book, some of the top (...) economists working today reexamine the theoretical and empirical validity of the Phillips curve in its more recent specifications. The contributors consider such questions as what economists have learned about price and wage setting and inflation expectations that would improve the way we use and formulate the Phillips curve, what the Phillips curve approach can teach us about inflation dynamics, and how these lessons can be applied to improving the conduct of monetary policy. ContributorsLawrence Ball, Ben Bernanke, Oliver Blanchard, V. V. Chari, William T. Dickens, Stanley Fischer, Jeff Fuhrer, Jordi Gali, Michael T. Kiley, Robert G. King, Donald L. Kohn, Yolanda K. Kodrzycki, Jane Sneddon Little, Bartisz Mackowiak, N. Gregory Mankiw, Virgiliu Midrigan, Giovanni P. Olivei, Athanasios Orphanides, Adrian R. Pagan, Christopher A. Pissarides, Lucrezia Reichlin, Paul A. Samuelson, Christopher A. Sims, Frank R. Smets, Robert M. Solow, Jürgen Stark, James H. Stock, Lars E. O. Svensson, John B. Taylor, Mark W. Watson. (shrink)

La escritura de Paul Valéry es un reto para la filosofía y en este artículo se toma nota del comentario de Karl Löwith para ejemplificar la dificultad. El artículo se divide en cuatro partes, de las cuales sólo la primera toma en cuenta la opinión de José María Valverde; las tres siguientes analizan la posición del filósofo K. Löwith para centrar el argumento básico del poeta. Se trata de ver cómo y hasta qué punto Valéry es cartesiano, tomando en consideración (...) que, como poeta, ha efectuado una disolución o rarefacción de la subjetividad. En este movimiento, el yo puro, al que se remite, designa el límite del mundo. (shrink)

Bu çalışmada, Avrupa, Avrupalılık, Avrupa fikri ve din kavramlarının açılımı ele alınacaktır. Tüm bu kavramların içinde Türkiye‘nin kendine özgü, kendi özü içinde bir baş ya da bir ada olduğu tezi savunulacaktır. Avrupalılık ve Türkiye içerikleri bakımından özdeştir. Avrupa, Avrupalılar için gerçek bir kıta ve fikirdir, ancak, kanaatimce, bu küremizdeki insanlar ve tüm canlılar için tehdit olabilecektir. Avrupa, eninde sonunda çökecektir. Avrupa‘nın çöküşü, kanaatimce, dünyamızdaki ―Öteki Başlar‖ için çok daha önemlidir. ben başka bir fikre inanıyorum, yeni bir baş, yeni bir etki (...) yeni bir yaratıcılık için. Kendine özgü Türkiye varlığı başı Tanrı adına ve tüm canlılar adına gerçekleştirecektir. Bu bağlamda din, özellikle İslam, dünyamızı anladığımız düşünme ve yaşamımıza ait olan fikir ya da kimlik için çok önemli bir faktördür. (shrink)

Valéry, P. The idea of art.--Sartre, J.-P. The work of art.--Ingarden, R. Artistic and aesthetic values.--Merleau-Ponty, M. Eye and mind.--Moore, G. E. Wittgenstein's lectures in 1930-33.--Findlay, J. N. The perspicuous and the poignant.--Hungerland, I. C. Once again, aesthetic and non-aesthetic.--Wollheim, R. On drawing an object.--Elliott, R. K. Aesthetic theory and the experience of art.--Savile, A. The place of invention in the concept of art.--Bibliography (p. [178]-184).