Caregiving dyads work as an interdependent emotional system, whereby it is assumed that what happens to one member of the dyad essentially happens to the other. For example, both members of the dyad are involved in care giving and care receiving experiences and therefore major life events, such as a serious illness affect the dyad and not only the individual. Consequently, informal caregiving may be considered an example of dyadic interdependence, which is “the process by which interacting people influence one (...) another’s experience.” This systematic review aimed to synthesize studies of dyadic interdependence, specifically in non-spousal caregiving dyads. Electronic databases were systematically searched for dyadic studies reporting on interdependence in the emotional and relational wellbeing of non-spousal caregiving dyads. A total of 239 full-text studies were reviewed, of which 14 quantitative and qualitative studies met the inclusion criteria with a majority of dyads consisting of adult daughters caring for their older mothers. A narrative synthesis suggested mutual influences between non-spousal caregiving dyad members based on: associations between intrapersonal and interpersonal variables and emotional and relational wellbeing of the dyad; associations between care context variables and emotional and relational wellbeing of the dyad; and patterns of covariation between caregivers’ and care recipients’ wellbeing. Evidence supporting dyadic interdependence among non-spousal caregiving dyads shed light on the ways dyad members influence each other’s wellbeing while providing and receiving care. Future studies investigating mutual influences in dyads, should differentiate subsamples of caregivers based on relationship type, and adopt dyadic and longitudinal designs.Systematic Review Registration[https://www.crd.york.ac.uk/prospero/#recordDetails], identifier [CRD42021213147]. (shrink)

This essay addresses the ethical and political significance of Foucault’s late work on the ethics of care of the self and parrhesia. We argue, first, that understanding this significance requires seeing Foucault’s investigation of these classical practices against the backdrop of his identification of, and attempt to make perspicuous, the problem of biopolitical governance – specifically the paradox of relations of power and capacity. On this basis we go on, second, to consider how this turn may inform an ethics of (...) democratic governance. In constructing this case, we demonstrate the relationship between the ethics of care of the self as a practice of freedom and the tradition of moral perfectionism identified by Stanley Cavell. This allows us to show how Cavell and Foucault mutually complement each other in the articulation of an approach to an ethics of democracy and we outline the fundamental features of such an approach. (shrink)

This paper is a review of the canonical proper-time approach to relativistic mechanics and classical electrodynamics. The purpose is to provide a physically complete classical background for a new approach to relativistic quantum theory. Here, we first show that there are two versions of Maxwell’s equations. The new version fixes the clock of the field source for all inertial observers. However now, the (natural definition of the effective) speed of light is no longer an invariant for all observers, but depends (...) on the motion of the source. This approach allows us to account for radiation reaction without the Lorentz-Dirac equation, self-energy (divergence), advanced potentials or any assumptions about the structure of the source. The theory provides a new invariance group which, in general, is a nonlinear and nonlocal representation of the Lorentz group. This approach also provides a natural (and unique) definition of simultaneity for all observers.The corresponding particle theory is independent of particle number, noninvariant under time reversal (arrow of time), compatible with quantum mechanics and has a corresponding positive definite canonical Hamiltonian associated with the clock of the source.We also provide a brief review of our work on the foundational aspects of the corresponding relativistic quantum theory. Here, we show that the standard square-root and Dirac equations are actually two distinct spin- $\frac{1}{2}$ particle equations. (shrink)

Scholars have long recognized the importance of liberty in Milton's early prose, but they tend to center their analysis on republicanism. Although he would go on to express republicanism, Milton's early tracts tie liberty to English political and legal traditions rather than classical ones. Milton, in his early tracts, utilizes the language of the ancient constitution and the common law as he centers liberty on the property and bodies of English citizens, thus framing liberty in distinctly English terms. Additionally, Milton's (...) early prose accepts the power of the monarch, revealing Milton's initial commitment to the existing political structure. (shrink)

This paper is an invited response to a one published by David Elliott in The Music Educator in 2012 in which music teachers were enjoined to encourage children to use music’s expressive power as a political tool in pursuit of social justice. While in agreement with him that this can be an appropriate use of music, there is a curious avoidance of controversy in Elliott’s article that might frustrate that end in that nothing is said about whether students should be (...) prompted to critically examine sacred myths, such as the American Dream or historical narratives, and pedagogical practices that might limit their understanding of social problems. Much of my response is given to consideration of some of the possible reasons for Elliott’s avoidance of controversy, including an over-emphasis on “doing” or “making” music that might leave little curricular time for the kinds of study and controversy and debate that are essential to understanding social (in)justice. (shrink)

What, if anything, does biological evolution tell us about the nature of religion, ethical values, or even the meaning and purpose of life? The Moral Meaning of Nature sheds new light on these enduring questions by examining the significance of an earlier—and unjustly neglected—discussion of Darwin in late nineteenth-century Germany. We start with Friedrich Nietzsche, whose writings staged one of the first confrontations with the Christian tradition using the resources of Darwinian thought. The lebensphilosophie, or “life-philosophy,” that arose from his (...) engagement with evolutionary ideas drew responses from other influential thinkers, including Franz Overbeck, Georg Simmel, and Heinrich Rickert. These critics all offered cogent challenges to Nietzsche’s appropriation of the newly transforming biological sciences, his negotiation between science and religion, and his interpretation of the implications of Darwinian thought. They also each proposed alternative ways of making sense of Nietzsche’s unique question concerning the meaning of biological evolution “for life.” At the heart of the discussion were debates about the relation of facts and values, the place of divine purpose in the understanding of nonhuman and human agency, the concept of life, and the question of whether the sciences could offer resources to satisfy the human urge to discover sources of value in biological processes. The Moral Meaning of Nature focuses on the historical background of these questions, exposing the complex ways in which they recur in contemporary philosophical debate. (shrink)

The past two decades have witnessed a resurgence of populist politics across the globe. The early 21st century saw the pink tide of left wing populism in Latin America, the Southern European populisms that rejected the politics of austerity after 2013, and the right wing populisms that now dominate not only European but global polities. Although each instance of populist politics is distinct, all share an appeal to the people, to the true people, who both oppose and are dominated by (...) the political elite. The nature of this elite also varies – in some cases it is predatory capital; in other cases it is the multicultural left; in yet others the anonymous bureaucrats in Brussels undermining national sovereignty. This special issue of RECERCA poses one question: how does populism relate to democracy? Is it democracy’s other face? (shrink)

A charming black-figured olpe in the Ashmolean Museum, Oxford shows two warriors playing a game. Between them stands the goddess Athena, an alert figure looking sharply to the left while holding her shield to the right. She holds it rather tactlessly, for the shield entirely obscures the head of the right-hand warrior. Although Cassandra, clinging desperately to the statue of Athena, sometimes has her head obscured in a similar manner behind the goddess's shield, it seems more likely that the painter (...) here has simply misjudged the space available than that he has conflated two iconographical types.The Oxford olpe, though imperfectly planned and executed, is clearly an example of the subject which is best known through the beautiful amphora in the Vatican painted by Exekias. Exekias represented two warriors playing a game at least twice, and is generally believed to have been the first to paint this theme on a vase. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Pictures of Music Education by Estelle R. JorgensenPaul WoodfordEstelle R. Jorgensen, Pictures of Music Education. Indiana University Press, 2011Estelle Jorgensen has long been a mainstay of the philosophy of the music education community, having served as founding chair of the Philosophy of Music Education Special Research Interest Group of the National Association of Music Educators (formerly the Music Educators National Conference) and founding co-chair of the International Society (...) for the Philosophy of Music Education along with Frede V. Nielsen whose work is the focus of this special issue. She remains editor of the Philosophy of Music Education Review, one of the premiere professional journals in the field of music education, and general editor of the Indiana University Press book series Counterpoints: Music and Education, which has published several of her books, including the current one, Pictures of Music Education (2011), that is the subject of this review. Over the course of her career, she has also contributed many chapters to other leading professional books and to the success of international symposia as host and frequent keynote speaker. One could easily continue to enumerate Jorgensen’s many contributions to the profession, but owing to lack of space it will suffice to simply observe that the field of music education would not be what it is today had it not been for her leadership, mentorship, and commitment to building a community of scholars. It is thus a pleasure to have been invited to review the aforementioned book, which [End Page 209] ventures into “the ground between metaphor and model,” the tension between the figurative and literal, to define music education as fundamentally imaginative and open-ended.1Among the advantages of conceiving of the nature of music education as involving a dialectical tension between various metaphors and derived models, Jorgensen recounts, is that the former, because figurative, evocative, and overlapping, allow for the kinds and degrees of ambiguity and slippage that are necessary for the exercise of imagination leading to more open and productive conversation about ideas. Models, on the other hand, are by definition more literal and thus more subject to direct criticism because intended to represent reality in ways that can be empirically tested through application to practice. Indeed, models make systematic assessment and critique of ideas possible. As Jorgensen continues, models serve to simplify “difficult ideas in terms that can be readily grasped, studied, and tested,” which is particularly important to the credibility of the music teaching profession in the eyes of today’s politicians and the public.2 Nevertheless, and for the obvious reason that what Jorgensen refers to as metaphoric models are derived from metaphors and thus bear some similarity, their boundaries can be “fuzzy.”3 As already suggested, it is here, in the fertile ground between metaphor and model, that Jorgensen thinks the most creative and productive thinking about music education philosophy and practice can occur as scholars and teachers recognize and grapple with, and perhaps celebrate, the various tensions and paradoxes found therein. This approach is intended by her as an alternative to the either/or grand narratives that have in the past stifled conversation by reducing philosophy, research, and pedagogy to a search for “the ‘one’ … true or best way, or ‘high road’ to music education.”4 Jorgensen’s own purpose is more modest, and potentially more liberating, which is to open “other fruitful avenues for understanding the ways in which people come to know music.”5The book consists of fourteen chapters in all, each one, with the exception of the introductory and concluding ones, dedicated to a specific metaphor and its chosen derived model that has been “systematically teased out” before being analyzed for its potential strengths and weaknesses when applied to music education.6 Owing to limited space, it is not practical here to address all of the metaphors and models that Jorgensen presents for the reader’s consideration, but it behooves me to provide a short list in order to facilitate discussion of the overall aims of the book. They are: boutique and consumption; village and community; artist and apprenticeship; revolutionary and transgression; factory and production; garden and growth; therapist and healing; court and... (shrink)

This paper reviews some of the social, historical, and political forces and events that influenced the development of Bennett Reimer’s early philosophy of music education in the late 1950s and continuing to his death in 2013. John Dewey’s ideas about the moral and political purposes of art education are employed as critical tools for understanding the political dynamics of Reimer’s career during the early Cold War as all education was conceived by government and prominent education reformers as social control rather (...) than liberation. (shrink)

This article addresses two debates. First, there is the issue of how the left can invigorate contemporary western democracies in the face of the growing apathy, disillusionment and violent antagonisms that emerge in the context of neo-liberal reforms, inequality, fundamentalism and terror. In positing the value of Jacques Rancière’s work to speak to this issue, it will also take up a position within a second debate over the precise implications of Rancière’s work for democratic politics today. The article will argue (...) that it is worth revisiting Rancière’s work despite various conflicting interpretations. It will show that contra the claims of his critics, his conception of politics need be neither opposed to direct action, nor ineffective or too narrowly conceived. Instead, ‘politics’ understood as the moment that ruptures our social order provides us with a vibrant, ever-adaptable strategy of resistance and renewal that could be used to inspire and revitalize a new left. (shrink)

The significance of scientific research into the evolution of altruism for environmental ethics can be highlighted through an analysis of recent debates over William Hamilton’s theory of inclusive fitness. Recent debates over how to explain altruism have become particularly charged with ideological weight because they are seen to have some consequence for how we understand the human moral project, especially with regard to nonhuman life. By analyzing the place of evolutionary theory in the work of environmental ethicists some conclusions can (...) be drawn about the extent to which these debates, and evolutionary research into behavior more generally, are and are not significant for environmental ethics. In particular, the most important issues at stake for environmental ethicists concern the conditions under which altruistic forms of behavior can thrive and the degree to which we can consider intensive forms of altruism to be unstable and anomalous, or rather stable and predictable outcomes of social evolution given favorable conditions. (shrink)

The puzzle of how altruism can evolve has been at the center of recent debates over Hamilton’s Rule, inclusive fitness, and kin-selection. In this paper, I use recent debates over altruism and Hamilton’s legacy as an example to illustrate a more general problem in evolutionary theory that has philosophical significance; I attempt to explain this significance and to draw a variety of conclusions about it. The problem is that specific behaviours and general concepts of organism agency and intentionality are defined (...) in terms of concepts of evolutionary “costs” and “benefits,” and these terms have determined the role that agency should play in evolutionary explanation. However, costs, benefits, and agency are not only or even best conceived through evolutionary effects in a biological context. The paper proceeds as follows: first, I explain how the issue of agency relates to the evolutionary puzzle of altruism. Next, I discuss how questions about agency have figured in recent debates over Hamilton’s legacy. In the final section, I argue that Denis Walsh’s “situated Darwinism,” which attempts to return the organism to central status in biological explanation, offers a more productive route for thinking about different forms of costs, benefits, and agency. Finally, I argue that the upshot of all this is that there may be many different, and equally valid, ways to express what organisms are doing and how they are behaving based on different currencies of cost and benefit—even if these may stand in some tension. I illustrate this through returning to the case of altruism and using examples to show that even in non-humans there can be many forms of altruism, even if they are not all biological altruism as defined in the conventional evolutionary terms. (shrink)

This paper identifies and analyzes the problem of historicism in Charles Taylor's work overall, but with particular emphasis on his most recent publication, A Secular Age. I circumscribe the problem of historicism through reference to the nineteenth-century German philosophical tradition in which it developed, in particular in the thought of Wilhelm Dilthey. I then trace the structural similarities between the notions of history to be found in the thought of Taylor and Dilthey and how these structural similarities raise worries associated (...) with the problem of historicism. I argue that the structural aporia of historicism evident in Taylor's work brings to light a live philosophical problem that is basic to theoretical debates in the study religion. (shrink)

This paper examines Honig’s use of Rancière in her book ‘Democracy and the Foreigner’. In seeking to clarify the benefits of ‘foreignness’ for democratic politics it raises the concern that Honig does not acknowledge the ways in which her own democratic cosmopolitanism may be more akin to Rancière’s police than politics. By challenging Honig’s assertion that democracy is usually read as a romance with the suggestion that it is more commonly read as a horror, I unpick the interstices of Honig’s (...) and Rancière’s work to separate foreignness from democratic cosmopolitanism. Instead, although I posit democratic cosmopolitanism’s potential as a police more conducive to politics I also suggest that the particular salience of Honig’s ‘foreigner’ figure is that it supplements Rancièrian politics, demonstrating a praxis of ‘looking anew’ at our ordinary social practices. By making these seem strange to us, we can discover a new critical perspective from which to question and subvert, thereby furthering the potential of Rancièrian democratic politics. (shrink)

Recent experiments suggest that search direction causally affects the discounted valuation of delayed payoffs. Comparisons between options can increase individuals’ patience toward future payoff options, while searching within options instead promotes impatient choices. We further test the robustness and specificity of this relationship using a novel choice task. Here individuals choose between pairs of delayed payoffs instead of single delayed outcomes. We observe a relationship between search styles and temporal discounting that are the opposite of those previously reported. Integrators – (...) those who tend to compare attributes within alternatives – discount and choose more slowly than comparators – those who are more likely to compare between alternatives. This finding supports and augments the view that individuals’ search strategy is predictive of subsequent discount rates. In particular, the direction of this relationship is further modifiable based on the spatial layout and varying information within an individual’s decision-making environment. (shrink)

Following recent debates on the New Neoclassical Synthesis, the theory of monetary policy has been renewed. The prevailing method, illustrated by Woodford's version of Interest and Prices, is a Dynamic Stochastic General Equilibrium Model in which the old LM curve is voluntarily substituted by an optimal monetary rule. Such a turning point requires a peculiar set of assumptions, especially regarding monetary prices. The recent debate pays attention to de-emphasis on the nominal monetary aggregate, which does not play any explicit (...) role in monetary policy deliberations. Following Calvo's model, Woodford's neo-Wicksellian framework only considered monetary prices in equilibrium. This article demonstrates that even though the New Neoclassical Synthesis considers it essential to have a monetary theory for policymaking, the former offers the same answers as the traditional static macroeconomics. More precisely, it shows that the use of dynamic optimisation – such as the one developed by Woodford's approach – does not contribute in a decisive way to improving our understanding of the role that money prices play in monetary theory. Woodford's canvas is silent about the mechanisms whereby monetary policy induces agents to adjust individual money prices to the values that generate an equilibrium price level. Thus, if we want to close this gap, it may be useful to consider a 'forward guidance' strategy. By means of such a tool, central bankers are able to shape the public's expectations on economic outcomes by pre-announcing the time path of future policy actions. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Music Education in an Age of Virtuality and Post-Truth by Paul WoodfordPanagiotis A. KanellopoulosPaul Woodford, Music Education in an Age of Virtuality and Post-Truth (New York, Routledge, 2018)This book is provocative. And challenging. It is written with passion, aiming to induce controversy. And with good reason. For we live in times when populism professes an illusionary sense of community, invoking a seemingly 'anti-systemic' but highly hypocritical, racist, (...) and sexist discourse;1 in times where "bullshitting"2 has advanced to the highest governmental levels in many countries; in times where "authoritarian neoliberal statism"3 becomes the new status quo, inducing a scandalous increase of economic inequalities, forcing large populations to live precarious lives; in times where privatization of educational services in the context of market-oriented practices impose restrictive and ultimately unjust politics of accountability and performativity;4 in times where instrumentalization of educational ends has taken the lead, assisted by a systematic co-option and misappropriation of notions such as excellence and creativity;5 in times, finally, where spaces that allow for "the sharing (out) of the incalculable,"6 forging unknown potentialities in education, life, and thought, are being destroyed. In such times, Paul Woodford has stepped in, reclaiming his right to speak uncompromisingly.Hannah Arendt has written that "[w]hen men [sic] are deprived of the public space--which is constituted by acting together and then fills of its own accord [End Page 108] with the events and stories that develop into history--they retreat into their freedom of thought."7 Woodford refuses to retreat. He writes as a public intellectual of the highest order, committed to upset and not please those in power. A great service that his latest book performs is that it speaks daringly, stirring a debate that helps us all to do away with fear. For as Bertrand Russell has aptly said quite a long time ago, "[I]f thought is to become the possession of many, not the privilege of the few, we must have done with fear. It is fear that holds men [sic] back."8Resisting the "melancholy of inner exile,"9 but not immune to possible accusations of left melancholy, understood as "a refusal to come to terms with the particular character of the present,"10 the author wrote a book that provokes music educators to actively think beyond their sealed and safe world of convictions that is based on ideology-free conceptions of music teaching. Estelle Jorgensen has long ago brought to our attention the urgency of this task: "in an era in which the mindset and political reality have changed dramatically, … there is an urgent need to revisit the political character of music education and the ways in which it needs to address the cultural issues of our day."11Along this pathway, Woodford's book encourages music educators to live and teach as public intellectuals, forging "a democratic purpose for music education"12 that acts against the "anachronistic and formalist conception of music that reduces music education to supply-side economics as children are conceived as either future professional musicians or consumers and not as citizens to be prepared in schools to participate intelligently in the political life of society."13 Woodford articulates a vision of music education "as preparation for adulthood and democratic and global citizenship."14 He strongly advocates an approach that balances performance and creativity-based experiences with a socio-historical study of the social, ideological, and cultural workings of different musics in a wide variety of contexts. He encourages music educators to teach "how music's structural properties and qualities contribute to the shaping of people's perceptions and understandings of themselves and their world,"15 "asking the who, what, when, where, how, to, with, or for whom, and, most importantly of all, why of music."16 He envisions a music classroom that exercises social criticism "directly and self-consciously"17 both through "learning how to make music"18 and through thinking about music. He sees this approach as a tool for raising students' consciousness. Woodford's ultimate vision of music education is one that casts it as a means for cultivating "a justice-oriented" approach... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Paul Woodford, “A Liberal Versus Performance-Based Music Education?”Peter R. WebsterA study of the history of music teaching and learning in North America will likely reveal very few examples of extended and well-argued professional discourse. By "discourse" I mean a continuous expression or exchange of ideas designed to present contrasting views on important issues in the music teaching profession. Often our annual conventions are filled with presentations (...) that address a single perspective in research, pedagogy, or theory. "Special theme" issues of magazines are rarely devoted to contrasting points of view about music teaching and learning. Conferences are organized to promote single views on a subject, often speaking to a partisan audience that expects to be neither challenged to think in a contrary way nor encouraged to develop alternative perspectives.Of course there are some rare and wonderful exceptions. During my course on measurement and assessment in music, I frequently ask my students to read [End Page 208] the exchange in the pages of the Music Educators Journal during the late 1930s between James Mursell and Carl Seashore as they debated approaches to music aptitude testing.1 I recall the great exchange at the 1994 meeting of the Music Educators National Conference between Bennett Reimer and Edwin Gordon on the subject of music learning.2 In past eras, there have been notable "point-counterpoint" exchanges in the pages of the Bulletin of the Council of Research in Music Education,3 as well as interesting perspectives on completed doctoral dissertations that spawned some debate. More recently, contributions in Philosophy of Music Education Review have been notable, particularly given the recent upturn in published work and interest in music education philosophy that this very Symposium exemplifies. The formation of the MayDay group in recent years is no small example of this trend.4 I am sure that I have missed other examples. However, compare these few instances with the millions of pages that are written in our field and the hours of papers presented and conference sessions held and the examples of real discourse pale in comparison to the body of professional exchange.In his paper, especially in the early pages, Paul Woodford makes this point forcefully and effectively. He challenges us to consider just how few examples there are of real discourse within the profession. I enjoyed enormously the case made for liberal education as not defined by the teaching of a canon of great books or art works as an end but as a thoughtful discussion of ideas in light of con-temporary circumstance. The paper reminds us that the idea of criticism in our field need not be a negative concept in this current age of post-modern thought, but a positive mark of a maturing profession.I was sympathetic to Woodford's example of multiculturalism running the risk of becoming an absolutism to be imposed on children. I feel the same way at times about other trends in our field such as the rise of technology as a kind of end-experience or the encouragement of popular music in classrooms simply because it is such a dominant part of children's lives. Each of these aspects of modern music education is worthy of careful debate by intellectuals in our field in much more sophisticated ways then we see today. Woodford would have us believe that this is a major professional failure, and I tend to agree.Not to belabor this point too much, but what about the National Standards? How often do you see an article published in Music Educators Journal that actually takes issue with any aspect of the standards? Where is the national debate about the content, extension, redefinition, refocusing, and development of these standards? Are they so good that they are not the subject of at least some national debate?At core here, for me, is the notion that discourse involving critical comment leads not to a sense of competition for superiority but real understanding of complex [End Page 209] issues. Very little that is worth discussing is black and white, and nearly always there are levels of complex gray. Many of us learn this from our days on the high... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Democracy and Music Education: Liberalism, Ethics, and the Politics of PracticeHeidi WesterlundPaul G. Woodford, Democracy and Music Education: Liberalism, Ethics, and the Politics of Practice ( Bloomington, Indiana University Press, 2005)Paul G. Woodford's Democracy and Music Education needs to be warmly welcomed in the field of philosophy of music education. It contributes to the discussion centering on ethics and music education—a discussion that after multiculturalism, pluralism, (...) praxialism, and other recent "isms" still awaits its appearance in a stronger sense. Woodford writes that the aim of the book is to enhance democratic ends by inviting music educators to contribute "to wider intellectual and political conversations about the nature and significance of music in our lives and those of our children."1Woodford borrows ideas from many thinkers creating an interesting synthesis and lines of thought throughout the book. His main resource in developing a liberalist music education is, however, along the ideas of the American pragmatist and educational philosopher, John Dewey. Woodford's choice is well thought out. Dewey deserves to be redeemed and recognized in music education, not the least because of various distorted interpretations of his views that have commonly been accepted in the profession in the past. Woodford argues that the music appreciation movement, which aimed at developing good musical taste equally in all children, has not in any particular way been a Deweyan democratic movement. Music educators have not acknowledged their role as agents in the [End Page 235] transformation of school and society. Instead, he states, they have continued to subscribe to the older aesthetic and utilitarian rationales and yet neither approach prepares students "to question and challenge authority and thereby to transform musical society."2It is noteworthy that Woodford does not elaborate on Dewey's central concept, experience, but unexpectedly draws upon concepts such as abstract reason or the autonomous individual to reconstruct music education. Critical conversation becomes celebrated against performance-oriented music education. The book leaves open the discussion between utilitarian and aesthetic rationales and carefully avoids Dewey's notion of the aesthetic and experimentation, which could have brought new angles in understanding his notion of democracy and its relation to the social and musical.3 Woodford tries to maintain a middle ground in the North American philosophical battlefield of music education stating that music educators "should listen more closely to one another while avoiding extremes."4 His critique targets critical theorists, radical feminist writers, and modernist as well as postmodernist ideas, while Woodford himself seeks a middle way between laissez-faire and elitist or autocratic concepts of music education.As a whole, Woodford's conceptual toolkit for promoting ethical aspects in music education are less akin to Dewey's thoughts and more to the Greek philosophers and their notions of virtues. Woodford writes, "democracy depends on the existence of good faith and generosity of spirit, of character and love for one's fellow men and women."5 These virtues are "the glue that can bind us together as society."6 How is this achieved in music education? Teaching love becomes a practical problem: explaining love requires it to be modelled and experienced, Woodford writes. However, he leaves this cornerstone of his conceptual scheme to rest on the notion of intellectual conversation.Allow me to explain briefly in what way Dewey's philosophical project differs from the Greek philosophical ethos and why abstract reason and intellectual conversation are not central concepts in Dewey's pragmatism (this does not mean that they cannot be celebrated as Woodford has done). For Dewey, the virtue of love signifies devotion, interest, and courage since genuine interest challenges us to overcome the obstacles that stand in the way.7 Interest and devotion are not just attitudes or intellectual modes in the sense of mental states, but linked to doings and active transactions with and in the environment. Interest is co-extensive with action and devotion with dedication to shared projects. This devotion to shared doings and their significance is the socially inclusive ethical side that Dewey brought to the individualistic humanistic theory of self-realization and to the theory of experience. The vision of humanistic self-realization, as has been presented in... (shrink)

This article argues that although post-truth is understood to pose a particular misogynistic threat to feminism, we cannot assume that feminists should simply oppose post-truth. The way the post-truth debate is constructed is problematic for feminism in three ways: it misconceives the relationship between democracy and truth; utilizes a questionable binary between reason and emotion; and propagates elitist assumptions about protecting democracy from the people. Recognizing the insufficiency of our understanding of post-truth, feminists have called for greater understanding of the (...) roles of language, affect and truth in the post-truth debate. In response, I suggest that the theories of Judith Butler and Bonnie Honig can help. However, I seek to emphasise that if feminists are to intervene meaningfully in the inequalities and intensified affective flows that structure the post-truth paradigm they would benefit from a deintensifying, confrontational but nonaggressive, approach. (shrink)

This paper examines the points of disagreement between Neo-Darwinian and recent Neo-Aristotelian discussions of the status of purposive language in biology. I discuss recent Neo-Darwinian “evolutionary” treatments and distinguish three ways to deal with the philosophical status of teleological language of purpose: teleological error theory, methodological teleology, and Darwinian teleological realism. I then show how “non-evolutionary” Neo-Aristotelian approaches in the work of Michael Thompson and Philippa Foot differ from these by offering a view of purposiveness grounded in life-cycle patterns, rather (...) than in long-term evolutionary processes or natural selection. Finally, I argue that the crucial difference between Neo-Darwinian and Neo-Aristotelian approaches regards the question of whether or not reproduction deserves the status of an “ultimate” aim of organisms. I offer reasons to reject the concept of an “ultimate” aim in evolutionary biology and to reject the notion that reproduction serves a purpose. I argue that evolutionary biology is not in the position to determine what the “ultimate” explanation of natural purpose is. (shrink)

Reflections on revolutionising: A voyage without a compass -- Notes -- Bibliography -- Index.

This note discusses some of the images and ideas that led to the depiction of Eros with the attributes of Herakles, an iconographical type that was developed and elaborated in the Hellenistic and Roman periods.Eros was not, in fact, the first to appropriate for himself the attributes of Herakles. From an early period popular imagination realised that even the mighty Herakles would occasionally be placed in a situation that lesser creatures could take advantage of. Before the Hellenistic period Kerkopes, satyrs (...) and goat-legged Pans made use of whatever opportunities there were to steal Herakles' attributes; thereafter these subhuman thieves appear to have been replaced by a group of Erotes or a single Eros. (shrink)

Ocherk 1. Voprosy ontologii -- Ocherk 2. Voprosy ėtiki i ėstetiki -- Ocherk 3. Voprosy gnoseologii i aksiologii.

Music education has historically had a tense relationship with social justice. One the one hand, educators concerned with music practices have long preoccupied themselves with ideas of open participation and the potentially transformative capacity that musical interaction fosters. On the other hand, they have often done so while promoting and privileging a particular set of musical practices, traditions, and forms of musical knowledge, which has in turn alienated and even excluded many children from music education opportunities. The Oxford Handbook of (...) Social Justice in Music Education provides a comprehensive overview and scholarly analyses of the major themes and issues relating to social justice in musical and educational practice worldwide.The first section of the handbook conceptualizes social justice while framing its pursuit within broader contexts and concerns. Authors in the succeeding sections of the handbook fill out what social justice entails for music teaching and learning in the home, school, university, and wider community as they grapple with cycles of injustice that might be perpetuated by music pedagogy. The concluding section of the handbook offers specific practical examples of social justice in action through a variety of educational and social projects and pedagogical practices that will inspire and guide those wishing to confront and attempt to ameliorate musical or other inequity and injustice. Consisting of 42 chapters by authors from across the globe, the handbook will be of interest to anyone who wishes to better understand what social justice is and why its pursuit in and through music education matters.Music education has historically had a tense relationship with social justice. One the one hand, educators concerned with music practices have long preoccupied themselves with ideas of open participation and the potentially transformative capacity that musical interaction fosters. On the other hand, they have often done so while promoting and privileging a particular set of musical practices, traditions, and forms of musical knowledge, which has in turn alienated and even excluded many children from music education opportunities. The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of the major themes and issues relating to social justice in musical and educational practice worldwide.The first section of the handbook conceptualizes social justice while framing its pursuit within broader contexts and concerns. Authors in the succeeding sections of the handbook fill out what social justice entails for music teaching and learning in the home, school, university, and wider community as they grapple with cycles of injustice that might be perpetuated by music pedagogy. The concluding section of the handbook offers specific practical examples of social justice in action through a variety of educational and social projects and pedagogical practices that will inspire and guide those wishing to confront and attempt to ameliorate musical or other inequity and injustice. Consisting of 42 chapters by authors from across the globe, the handbook will be of interest to anyone who wishes to better understand what social justice is and why its pursuit in and through music education matters. (shrink)