In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 387 vs. "objective" is all no doubt rather imprecise, but points toward an important truth. In fact, in the contrast between them, we can see, I believe, not merely a clash of methods, standards or styles in writing history, but, more deeply still, an instance of the general antithesis between a "formalist" and a "sympathetic" sensibility, one encountered over and over in humanistic studies.6 PLATO New in (...) this section is an essay on "Some Controversial Points of Plato Interpretation Reconsidered" (pp. 183-209). Its first two parts combat the view that Plato ever gave up the metaphysics of his "middle period," but they do so only by rehearsing familiar theses about the Idea of the Good and the "two worlds" theory. These pages afford nothing new (apart from an extremely unfortunate appeal [p. 185 and again on p. 230] to an Homeric usage of the genitive to settle a problem at Rep. 518C9). The third part (pp. 194209 ) expands upon some views about later Plato for which Mme. de Vogel is already widely known, and these are very useful indeed. They offer a welcome expansion and defense of her view that in order to "do justice" (196-197, cf. 228) to the famous phrase,o) 7r,,v,e)~r ~v,t at Soph. 248E7, we must concede that Plato came to assign "the motion of a thinking mind" (208-209) to the very being of the Ideas, i.e., came to regard "the intelligibleworld as a vo~r (p. 194). Two interesting objections to her reading are confronted at some length (pp. 200-206) and several others are more briefly dealt with, thus affording her a good chance to explain her view. Valuable as these pages are, however, their upshot is rather unsatisfactory: just what Plato's view would, on her reading of it, really come to, remains mightily obscure--an obscurity she tends to concede but to explain away as Plato's "seeming peculiar to a modern mind" though we can get some grip upon his views if we but "take the trouble to follow his lead" (pp. 201, 198; cf. pp. 228-230, etc.). Such reminders of the genuine strangeness of Plato's view can no doubt be healthy in themselves, but can also be stultifying when reiterated in the face of genuine dissatisfaction with the sense that she makes of his meaning. This situation is not helped by the fact that, at crucial junctures in her argument, she buttresses her case about Plato's meaning by appeals to Aristotle's report at de Anima 1.2, 404b18-27 (see pp. 193-194, 199-200, 208, 277-281, 384-385). As she rightly reports (pp. 280, 385), Prof. Harold Cherniss has vigorously opposed the view that Aristotle is there giving Plato's view at all; yet--despite the fact that she has dedicated this volume to Cherniss--she never makes any reference to his most extended and most powerful defense of his position on this text, and much less does she attempt to answer his argument. (See Cherniss' review of H. D. Saffrey's book--a book to which de Vogel does refer, and repeatedly--in Gnomon 31 [1959], 36-51.) This matter is crucial, not merely as a bibliographical nicety, but because she tends to argue ]rom this text, maintaining that, however peculiar and isolated the sense of Soph. 248-249 and of certain phrases in the Timaeus may, on her reading of them, seem, this text proves that Plato must be read in her way. If it is not about Plato's view at all, it of course proves no such thing. The full weight of her argument will thus be borne by her view of how best to "do justice" to the text of Soph. 248E. Though she makes a clear and reasonable case 6 See Leo Steinberg's comments on this contrast as encountered in current art criticism: Other Criteria (Oxford: Oxford University Press, 1972), Essay 3 (especially pp. 63-68). His remarks about the prescriptive or "interdictory stance" of formalism also fit an important aspect of Burkert's book--an aspect which, though not articulated by her, accounts (I suspect... (shrink)

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

Focusing on the interactions between people suffering from neuromuscular diseases and their wheelchairs, the author raises the question of action: how is action made possible for people suffering from neuromuscular diseases? Starting with actor-network theory, the author shows that action not only results from distribution and delegation to heterogeneous entities but emerges from hard and lengthy work that makes the relation between them possible and transforms the entities involved. The author describes this work, called the process of adjustment, as work (...) on the links making a person, his or her body, and his or her world. Through this work, new possibilities of action emerge for the person, but also new abilities; the person’s identity is transformed and shaped. This analysis leads to a particular conception of the person as made up through his or her relations to other entities. (shrink)

Introducing Dialogic Pedagogy presents some of the ideas of Russian philosopher Mikhail Bakhtin concerning dialogism in a way that will engage and inspire those studying early childhood education. By translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children, this book provides readers with alternative ways of examining, engaging and reflecting on practice in the early years to provoke new ways of understanding and enacting pedagogy. This text combines important theoretical ideas (...) with a practical application to support practitioners who are keen to promote creativity and agency through ethical self-other relations. It provides unique insights into the amazing world of the youngest child, and offers enriched understandings of the profound impact of adults in their journey of becoming (or bildung). Key points covered include: Investigating dialogic philosophy and its application to early childhood education, with an emphasis on notions of justice, democracy, ethics and answerability Considering the relationship between dialogism and pedagogical approaches Theorising a range of approaches to relevant early childhood practice, as pedagogy This accessible and readable guide offers sound theoretical principles with practical suggestions for early years' settings. The book is supplemented by an extensive online video resource website that will bring these revolutionary ideas to life.. (shrink)

本书记述了历史上两个幽默大师,即战国时期的齐国人淳于髡和西汉武帝时期的东方朔的生平事迹。.

_Seeing the World through Children’s Eyes_ brings an overarching emphasis on ‘seeing’ to early years research and provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies in their early years research.

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

The foundation of the Christian counselling movement -- Christian counselling in the UK -- The aims of Christian counselling -- Integrating psychological and biblical truth -- Sigmund Freud--the founding father of psychotherapy -- The individual psychology of Alfred Adler -- Abraham Maslow--the man with new age tendencies -- Carl Rogers--a man who believed in himself -- Albert Ellis--the aggressive atheist -- The Bible's verdict on psychological 'truth' -- The case against Larry Crabb -- Self-esteem: the secular foundation -- Self-esteem and (...) the Christian counselling movement -- Self-esteem dogma in the light of scripture. (shrink)

The Great Psychotherapy Debate: Models, Methods, and Findings comprehensively reviews the research on psychotherapy to dispute the commonly held view that the benefits of psychotherapy are derived from the specific ingredients contained in a given treatment (medical model). The author reviews the literature related to the absolute efficacy of psychotherapy, the relative efficacy of various treatments, the specificity of ingredients contained in established therapies, effects due to common factors, such as the working alliance, adherence and allegiance to the therapeutic protocol, (...) and effects that are produced by different therapists. In each case, the evidence convincingly corroborates the contextual model and disconfirms the prevailing medical model. (shrink)

English summary: Marc Andre Wiegand analyzes the neo-Kantian premises of Gustav Radbruch's legal philosophy.

The second edition of The Great Psychotherapy Debate has been updated and revised to include a history of healing practices, medicine, and psychotherapy, an expanded theoretical presentation of the contextual model, an examination of therapist effects, and a thorough review of the research on common factors such as the alliance, expectations, and empathy.