One might presume that elite educational environments, including colleges and universities, have been the exclusive venues for rhetorical theory. Rhetorical theory typically takes the form of published treatises, monographs, and essays. Thus, the status of theorist would have been denied to, among others, African Americans during the nineteenth century because they were not afforded opportunities to become literate or, even if literate, not admitted into realms of elite literacy. But there are the seeds of a competing story, (...) particularly regarding the narratives written by Frederick Douglass. Henry Louis Gates Jr., for example, has stated that Douglass used... (shrink)

As the country becomes increasingly diverse, new issues arise within the American educational system. This book examines the effects of underrepresentation of African Americans in colleges and universities. It also discusses the challenges facing Blacks trying to get into the academy and issues that confront those who penetrate the system.

As the country becomes increasingly diverse, new issues arise within the American educational system. This book examines the effects of underrepresentation of African Americans in colleges and universities. It also discusses the challenges facing Blacks trying to get into the academy and issues that confront those who penetrate the system.

Many African American children make use of African American English in their everyday lives, and face academic barriers when introduced to Standard American English in the classroom. Research has shown that students who can adapt and use SAE for academic purposes demonstrate significantly better test scores than their less adaptable peers. Accordingly, AAE use and its confirmed inverse relationship to reading achievement have been implicated in the Black-White Test Score Gap, thus becoming the focus of (...) intense research and practical interest. This volume discusses dialectal code-switching from AAE to SAE and stresses the benefits and importance of African American students becoming bi-dialectal. It provides background theory and science supporting the most promising educational approach to date, Contrastive Analysis, a set of longstanding methods drawn from Second Language research and used effectively with students ranging from kindergarten through college. It offers a deeper knowledge of AAE use by students, the critical features of Contrastive Analysis, and detailed information about successful applications which teachers can apply in their own pedagogy. (shrink)

The still astonishing expansion of the American university since World War II has transformed the nation's intellectual and cultural life in myriad ways. Most intellectual historians familiar with this period would agree, I suppose, that among the conspicuous changes is the sheer increase in the size and diversity of intellectual and cultural activity taking place on campuses across the country. After all, we know that colleges and universities that employ us also provide full- and part-time academic appointments (...) to novelists, poets, playwrights, filmmakers, choreographers, composers, classical and jazz musicians, painters, photographers, and sculptors, even though most of them probably began their careers with little or no desire to join us in the halls of academe. This now widespread employment practice has decentralized the nation's literary and artistic talent. It also has made for a manifold increase in degree-granting programs in writing and the creative arts. One example will suffice here. When World War II ended, there were a small handful of university-based creative-writing programs. Over the course of the next thirty years, the number increased to fifty-two. By 1985, there were some 150 graduate degree programs offering an MA, MFA, or PhD. As of 2004, there were more than 350 creative-writing programs in the United States, all staffed by practicing writers and poets, many of whom now also hold advanced degrees in creative writing. (shrink)

Ethics and College Sports is a careful analysis of the root problems in intercollegiate athletics in American universities. It examines the prevalent myths that are regularly used to justify the inclusion of intercollegiate athletics, and all of the abuses and scandals it has brought to university campuses, from a moral perspective.

If we are dissatisfied with our situation in life, we often dream of how our life could be improved. Most basically, we want a full stomach, decent clothing and housing, and a sense of security, and millions of people in the world today do not now have these things. Throughout American history, African Americans were kept from achieving this most basic decent life, let alone the more complex needs that become possible for those who fulfill the first needs. (...) All the elements of this fundamental vision are included in the Universal Declaration of Human Rights, which was adopted in 1948 but was not ratified by the United States until 1992. Among the rights included in the Universal Declaration are Article 4. No one... (shrink)

In recent years, several remarkable results have shown that certain theorems of finite combinatorics are unprovable in certain logical systems. These developments have been instrumental in stimulating research in both areas, with the interface between logic and combinatorics being especially important because of its relation to crucial issues in the foundations of mathematics which were raised by the work of Kurt Godel. Because of the diversity of the lines of research that have begun to shed light on these issues, there (...) was a need for a comprehensive overview which would tie the lines together. This volume fills that need by presenting a balanced mixture of high quality expository and research articles that were presented at the August 1985 AMS-IMS-SIAM Joint Summer Research Conference, held at Humboldt State University in Arcata, California.With an introductory survey to put the works into an appropriate context, the collection consists of papers dealing with various aspects of 'unprovable theorems and fast-growing functions'. Among the topics addressed are: ordinal notations, the dynamical systems approach to Ramsey theory, Hindman's finite sums theorem and related ultrafilters, well quasiordering theory, uncountable combinatorics, nonstandard models of set theory, and a length-of-proof analysis of Godel's incompleteness theorem. Many of the articles bring the reader to the frontiers of research in this area, and most assume familiarity with combinatorics and/or mathematical logic only at the senior undergraduate or first-year graduate level. (shrink)

A recent message on one of the e-mail bulletin boards sent by a college student read, “I believe that the AIDS virus was developed in government labs for the purpose of controlling black folks.” In September 1990, Essence, an African American magazine with a circulation of 900,000, had as a lead article “AIDS: Is It Genocide?” In 1991, the New York Times quoted Clarence Page, African American columnist and Pulitzer prize winner: “You could call conspiracy theories (...) about AIDS and drugs fringe ideas, but they seem, to have a large following among the black intelligentsia. … [And] you find it at all levels.” In April 1992, Lorene Gary explained in Newsweek “Why it's not just paranoia.” In that same month, another New York Times article reported: “Bizarre as it may seem to most people, many black Americans believe that AIDS and the health measures used against it are part of a conspiracy to wipe out the black race.”4 In February 1992, Science quoted Peter Breggin, director of the Center for the Study of Psychiatry in Bethesda, Maryland, as saying that research on violence “cloaks the intention to identify problem black children and then … prescribe pacifying drugs.”. (shrink)

The purpose of this paper is to attend to a certain attitude towards philosophy at Spellman College and to offer an account of its occurrence. This paper also offers recommendations on pedagogical methods and curricular models to attract African American students to philosophy. The author uses examples from personal experience teaching ethics seminars and articulates guiding principles for engaging students on a personal level while cultivating their interest in the discipline.

In this article, I argue that African-American philosophy emerges from a socio-existential context where persons of African descent have been faced with the absurd in the form of white racism (This paper is a substantially revised version on an earlier article. See Yancy, G. (2011). African-American Philosophy through the Lens of Socio-Existential Struggle. Philosophy & Social Criticism, Volume 37: 551–574). The concept of struggle, given the above, functions as both descriptive and heuristic vis-à-vis the meaning (...) of African American philosophy. Expanding upon Charles Mills’ concept of non-Cartesian sums, I demonstrate the inextricable link between Black lived experience, struggle, and the morphology of meta-philosophical assumptions and philosophical problems specific to African-American philosophy. Because of the philosophical pretensions of white Western philosophy, with it claims to universal truth and objective knowledge, the particularity of African-American philosophical concerns with questions of embodiment and race is often deemed ersatz or non-philosophical. In this article, I argue that whiteness as the transcendental norm is productive of a form of ignorance endemic to Western philosophical practices that are myopic and hegemonic. Finally, African-American philosophy is theorized as a gift, as a critical counter-narrative that can be deployed to fissure Western philosophy’s narcissism. (shrink)

This paper describes a case study of a program called WATCH: Workshop for Actively Thinking Computationally and Historically. The focus of the program and this paper was on using mobile application development to promote historical thinking using a plantation site visit as the focus of inquiry. WATCH was delivered during an academic enrichment youth program at a major research university in the Southeast and served a total of 30 African American and Latino high school students from low socio-economic (...) backgrounds. Through the theoretical framework of historical thinking, this case study provides descriptions of the class sessions, students’ perceptions of and interests in history and students level of historical thinking through their apps. We make suggestions about how the instructional activities could be adapted for classrooms, discuss the tensions of using technology and inquiry pedagogy to support and promote historical learning, and review the program's impact on students’ agency as learners and critical consumers and producers of historical accounts. (shrink)

Learning to use new technologies often involves significant challenges for teachers and learners. This study follows Tally's (( 2007 ). Digital technology and the end of social studies education. Theory & Research in Social Education, 35(2), 305–321) challenge to put the “why” of social studies education first, and then “tinker” with technologies to discover how they can address learning goals. Using a modified “backward design” approach ( Wiggins & McTighe (2005). Understanding by design. ASCD), a design team of middle school (...) teachers, researchers, and disciplinary experts designed, enacted, and studied historical inquiry projects in middle school and college classrooms. Students used online, interactive, historical census data GIS “webmaps” ( Baker (2005). Internet-Based GIS Mapping in Support of K-12 Education. The Professional Geographer, 57(1), 44–50) to investigate African American and Latino migrations. The study presents findings detailing three emergent learning objectives, highlighting how students’ presentations with GIS maps evidenced three modes of reasoning with webmaps: (1) making observations with data; (2) drawing inferences from data; and (3) explaining the limitations of data for inquiry. (shrink)

Public discourse on race-specific medicine typically erects a wall between the scientific use of race as a biological category and the ideological battle over race as a social identity. Scientists often address the potential for these therapeutics to reinforce a damaging understanding of “race” with precautions for using them rather than questioning their very development. For example, Esteban Gonzalez Burchard, an associate professor of medicine and biopharmaceutical sciences at the University of California, San Francisco, states, “We do see racial differences (...) between populations and shouldn’t just close our eyes. Unfortunately, race is a politically charged topic, and there will be evildoers. But the fear should not outweigh the benefit of looking.” Although it is recognized that ideology influences thesocialmeaning of race, it is usually assumed that there is a separate, prior scientific understanding of race that is not contaminated by politics. (shrink)

Public discourse on race-specific medicine typically erects a wall between the scientific use of race as a biological category and the ideological battle over race as a social identity. Scientists often address the potential for these therapeutics to reinforce a damaging understanding of “race” with precautions for using them rather than questioning their very development. For example, Esteban Gonzalez Burchard, an associate professor of medicine and biopharmaceutical sciences at the University of California, San Francisco, states, “We do see racial differences (...) between populations and shouldn’t just close our eyes. Unfortunately, race is a politically charged topic, and there will be evildoers. But the fear should not outweigh the benefit of looking.” Although it is recognized that ideology influences thesocialmeaning of race, it is usually assumed that there is a separate, prior scientific understanding of race that is not contaminated by politics. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 22 (2002) 234-236 [Access article in PDF] Book Review Dreaming Me: An African American Woman's Spiritual Journey Dreaming Me: An African American Woman's Spiritual Journey. By Jan Willis. New York: Riverhead Books, 2001. 321 pp. This book invites comparison with Diana Eck's Encountering God: A Spiritual Journey from Bozeman to Banaras(Boston: Beacon Press, 1993). Both are by prominent women scholars, both have "spiritual (...) journey" in the subtitle, and both are about Christians who come to terms with a non-Christian religion—Hinduism in Eck's case, Buddhism in Willis's case. But as soon as one gets past the titles, it is the differences that strike one. Where Eck maintains an Olympian poise, hobnobbing with Hindus but remaining a Christian and an objective scholar, interpreting and analyzing as she goes, Willis plunges into Buddhism without rejecting her family's Baptist tradition, becoming a fully participant observer so as to ask how her own history and the history of her fellow African Americans can be healed by an intensely personal internal dialogue. Eck gives us theology. Willis gives us herself. Recognized as "one of the first American scholar-practitioners of Tibetan Buddhism" (294), her students ask her if she practices meditation as well as teaching it. She gives a carefully crafted answer that unifies the practice of Buddhism with the practice of academic teaching as an authentically human activity within the Humanities.The book has the form of a Hindu epic, incidents from Willis's life interrupting the frame story, the dreaming of the title. This dream (whether actual or metaphorical, we are not told) moves with considerable dramatic power from the terror of being pursued by lions to the dreamer's transformation into a lioness who roars the Dharma like Queen Shrimala. Its five parts are called Birth, Odyssey, Choices, Becoming, and Return, taking us from her childhood as a Baptist in Docena, Alabama, to Cornell University, to India and Nepal, and back to Docena, as a self-described Baptist-Buddhist (310).Willis's journey is intimately bound up with her search for self-acceptance as a "white gal"—a noticeably light-complexioned black woman in the Jim Crow South —and for the nobility of African Americans as fully human beings. Her early experiences [End Page 234] were not encouraging. Blacks were not only physically segregated in Docena, they were electronically expunged from television shows by spurious technical difficulties ("trouble along the cable"), and she endured an attack by the Ku Klux Klan on her family's home. The customary but thoroughly illegal suffrage examination administered to her father included such questions as "How many words are there in the U.S. Constitution?" (58, italics in original). He had been specially prepared for such absurdities, and he passed. Midway in her pilgrimage Willis searches for her roots (or "kin," as she says, using the Southern word) in county and federal records, and her initial excitement turns to humiliation as the white historian tells her, with disdainful triumph, that her intelligence must have come from the white slave owner who "everybody says" was her "granddaddy's daddy" (251). A black woman was presumed to be lacking in native intelligence, and Willis's intellectual powers suffered insult not only from whites but from her own mother, who, perhaps having internalized the white folks' contempt, regarded being smart as somehow evil (25). As a student at Cornell, Willis discovered black power and participated in Black Student Alliance (BSA) demonstrations, sometimes involving guns, but she came to believe that direct political action was not for her. She was, she decided, a teacher at heart, and after much soul searching she opted for the "peaceful transformation" (129) that she hoped would come from the study and practice of Buddhism.Although her skin color was a puzzlement to some Indians, who wondered about her caste, her Tibetan teachers in Nepal accepted her as a student who was at least the equal of the white students, and even, perhaps, superior to them. A spot of blonde in her hair was interpreted as the... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Black Deconstruction: Russell Atkins and the Reconstruction of African-American CriticismAldon Lynn Nielsen (bio)“What does that signify?” “It don’t signify nothin’ Mr. Warner.”—Russell Atkins, MaleficiumThere are, everywhere unheard (as one might see deep in an electron microscope) rigidities violently breaking—Russell Atkins, WhicheverCritical debates about the applicability of recent literary theories to the reading of African-American writing have often been marked by curious lacunae. Despite the rapid (...) proliferation of critical texts addressing themselves to black writing, it remains the case that many critics come to black writing with methodologies and agendas already in hand, while few critics have taken upon themselves the task of rereading the critical history of African-American work in theory. This has often resulted in a sort of critical shortsightedness, with the field of black literary theory presented as a foreshortened, if now more level, playing field. While some have engaged in arguments about the question of whether or not African-American writing should be engaged by poststructuralist theorists (a question that seems to begin with the assumption that poststructuralism is a particularly white mode of mythology), the fact is that a form of deconstruction had been theorized by an African-American poet long before deconstruction had entered the American academy. That this fact is largely unknown among contemporary critics is the result of a continuing practice of not reading the theoretical work of black poets who have published outside the established circuit of the academic press. With the prominent exceptions of poets like Amiri Baraka, June Jordan, Larry Neal, and Haki Madhabuti, the critical writings of recent African-American poets have seldom been collected and circulated in any very effective way. Characteristically, Neal’s essays were gathered into a book posthumously, and Madhabuti’s have been published and distributed primarily through his own publishing house. Even Baraka’s collections have been allowed to pass out of print in most instances, only the books on music remaining readily available throughout his career. This may change for black poets who write in more mainstream modes in the near future. Now that Rita Dove has served a term as Poet Laureate of the United States and Derek Walcott has won the Nobel Prize, we might expect a modest increase in interest by publishers and readers in critical works by poets whose forms are less troubling than their content. And black poets who attain academic credentials and write scholarly/critical essays, such as Nathaniel Mackey and Harryette Mullen, may succeed in getting their works published by the university presses. However, surveys of shelves in bookstores and [End Page 86] libraries will confirm that there has been little concern among even university and small presses to collect and preserve the critical legacy of black experimentalists in the way that the essays of Charles Olson, Ed Dorn, or Robert Creeley have been maintained before a public.Russell Atkins has been one of the most prolific and demanding of black poets writing criticism and theory in the last four decades, but like Percy Johnston, central figure of the Dasein group of poets centered at Howard University in the 1950s, he has had to publish most of this work through his own magazine and workshop press, and there has never been a published collection of his critical work. The special Russell Atkins number of the Free Lance, a journal with which Atkins was associated for two decades, included a section surveying his work in critical prose, but little of that work has found its way into the broader critical discourse of literary scholars (it has fared a little better with musicologists), and Atkins’s prose is infrequently cited. As eccentric as Atkins’s prose can sometimes be, these works are important early signs of a break with the “rigidities” of traditional humanist discourse among African-American writers. Atkins’s statements on music, literature, politics, and education parallel the works by Baraka leading into and out of the Black Arts Movement, but Atkins, as he does in his verse, travels an independent and often disturbing path.Speaking of Anthony Braxton’s experimentalism, Ronald Radano observes that it “emerged from the changing landscape of urban American life, from... (shrink)

The practice of using race or ethnic origin as a distinguishing feature of populations or individuals seeking health care is a universal and well-accepted custom in medicine. Although the origin of this practice may, in part, reflect past prejudicial attitudes, its use today can certainly be defended as a useful means of improving diagnostic and therapeutic efforts. Indeed, the tradition of dividing populations by some racial distinction in clinical research has nearly always revealed differences in mechanisms of disease and disease (...) frequency that can enhance diagnostic and therapeutic precision.At the conference occasioning this symposium, Professors Duster and Rotimi provided persuasive evidence that so-called race is not an accurate way to distinguish populations and that identification by race has led to serious prejudice. Professor Cho pleaded that race should never be used to characterize population differences. (shrink)

The absence of ethics at American universities -- Ethics -- How the literature on the university is moving slowly but surely toward university ethics -- A first case for university ethics: the adjunct faculty -- The cultural landscape of the university without ethics -- Cheating -- Undergraduates behaving badly -- Gender -- Diversity and race -- Commodification -- A conclusion : class, athletics, and other university matters.

In June 2002, the University of Minnesota hosted a conference to explore the implications of using genetic technologies and genealog.

A Black Intellectual's Odyssey describes aspects of Martin Kilson's intellectual journey in the social and institutional contexts that shaped his progression from a small African American community in a Pennsylvania milltown to his collegiate experiences at the oldest Negro college in the nation, and then to Harvard University, where he was both a student and a professor for some fifty years. Kilson's own writing is framed by pieces by three of his former Harvard undergraduate students: an introduction by (...) Cornel West; an afterword by Stefano Harney and Fred Moten. (shrink)

Argues that outdated institutional structures and higher educational philosophies are negatively contrasting with significant changes in today's faculties and student bodies with a result that higher education is more competitive and less ...

Through the back door: the problem of history and the African American philosopher/philosophy -- The problem of philosophy: metaphilosophical considerations -- The search for values: axiology in ebony -- Philosophy of science: African American deliberations -- Mapping the disciplinary contours of the philosophy of religion: reason, faith, and African American religious culture.

What would it look like for a college, white in its history and predominantly white in its present reality, to create a program that responds to, and works in support of, the agenda Du Bois proposes for the “Negro university” of the 1930’s? How can a white college cease to be an obstacle to the liberation of African Americans? That is, how can a persistently white college become actively antiracist and pursue a goal of educating antiracist white students—students who (...) could work in solidarity with Black students educated in the ways Du Bois envisions? This essay sketches a project for white institutions that genuinely seek to address white racism, a system that still manifests “the determination…to keep the black world poor and make [whites] rich” (99, EBP), even now, seventy years after Du Bois published his essay. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:230 Feminist Studies 47, no. 1. © 2021 by Feminist Studies, Inc. Nneka D. Dennie The State and Future of Black Women’s Studies: The Black Women’s Studies Association and the National Women’s Studies Association in Conversation On February 25, 2021, the Black Women’s Studies Association (BWSA) and National Women’s Studies Association (NWSA) partnered for one of NWSA’s Kitchen Table Talks—a new initiative spearheaded by NWSA President Kaye Wise Whitehead (...) to foster dialogue between NWSA and other organizations. The event, titled “Space Making: State/Future of Black Women’s Studies,” featured three panelists and was moderated by Whitehead. The featured speakers were Stephanie Andrea Allen (BWSA conference chair), Jacinta R. Saffold (BWSA co-founder and treasurer), and Erica L. Williams (member of the NWSA Governing Council). Allen is a Black lesbian writer and publisher whose scholarship examines how lesbian literature and film responds to and resists the heteropatriarchal systems that invisibilize Black lesbians; she is a postdoctoral fellow and visiting assistant professor of gender studies at Indiana University. Saffold is an assistant professor of English at the University of New Orleans who researches twentieth- and twenty-first-century African American literature, hip hop studies, and digital humanities. Williams is an associate professor of anthropology at Spelman College, whose work has examined sex tourism and Black feminist activism in Brazil. Together, Whitehead, Allen, Saffold, and Williams explored their hopes for Black Women’s Studies and illuminated the challenges and joys of advancing the field. News and Views 231 The collaboration between BWSA and NWSA is a testament to how far Black Women’s Studies has come over the past fifty years and a promise of where it may continue to go in the future. NWSA was founded in 1977 and has since served as a hub for researchers, educators, and practitioners who interrogate questions of women and gender in their work. For decades, NWSA has been central to the nationwide US institutionalization of women’s, gender, and sexuality studies. By contrast, BWSA is a young organization that is continuing to grow. In 2018, Saffold and I co-founded BWSA in order to provide a community for scholars working in the field of Black Women’s Studies. BWSA is the only professional association specifically designed to bring scholars from a variety of disciplines into conversation about research that centers Black women. We launched BWSA with the goal of ensuring that future generations of scholars can readily access networks and mentorship from researchers who encounter a common question: when your work is simultaneously “too Black” and “too woman” for your field, department, or institution, what do you do? Drawing inspiration from well-established organizations in which we frequently participated, such as NWSA, the Association for the Study of African American Life and History (ASALH), the Association of Black Women Historians (ABWH), and the African American Intellectual History Society (AAIHS), Saffold and I sought to build a space that cultivated a Black feminist ethic of care for both the research and the researchers. In that spirit, BWSA provides resources to help scholars do their best work, including a mentorship program, a virtual writing community, a calls-for-papers list for publications, and article as well as graduate student paper prizes. It was an honor to join an organization as trusted and respected as NWSA for a dialogue about our shared visions for Black Women’s Studies. Three key themes emerged from the panelists’ conversation with each other. They repeatedly returned to the importance of making financial commitments to Black Women’s Studies, creating conditions to support Black women’s intellectual labor, and practicing self-care. Speakers explored the interplay between the responsibilities that institutions, communities, and individuals have to Black Women’s Studies and Black feminist scholars. They observed that in order for departments and universities to foster interdisciplinary work on Black women, they need to move beyond paying lip service to the idea that diversity, equity, and inclusion matter; there needs to be permanent funding for work on race, 232 News and Views gender, class, and sexuality. Panelists also emphasized that Black women being in community with each other and supporting one another have always been central to... (shrink)

The challenges public comprehensive universities face today are expanding—they have been challenged to enroll and graduate more students, adopt new technologies that lower cost without sacrificing quality, and align program and curricular offerings with the skills that employers require. While these universities have a long history of adapting to change, today’s environment will likely test the capabilities of even the most adaptive institutions. This volume assembles a team of experts from a variety of disciplines to examine both the (...) history of the comprehensive university and what lies ahead. Overall, the book grapples with such questions as: How do these institutions adapt to serve the growing population of non-traditional students? How well do they prepare graduates for the labor market? Can partnerships between community colleges and comprehensive universities bolster student success? The University Next Door draws much-needed attention to a set of institutions that has historically received little notice, yet play an important role in meeting our new attainment goals and helping the American economy grow. Book Features: Examines the role of comprehensive universities from start to finish—their history and future. Uses empirical analysis to explore complex questions about which students choose these universities and why. Explores how these institutions might struggle under a federal ratings system such as the one proposed by President Obama. Discusses how these institutions can better monitor the needs of the economy and better educate students to fill those needs. Provides recommendations to inform future decisions about higher education policy. (shrink)

Americans from all walks of life are losing confidence in American higher education and their numbers are increasing at an alarming rate. Amidst this decline in public support, many American colleges and universities now must confront an unstainable business model. Holden Thorp and Buck Goldstein address these problems head on, articulating the real challenges facing higher education and describing in pragmatic terms what can and cannot change - and what should and should not change.

The Good, the Bad, and the Beautiful Discourse about Values in Yoruba Culture Barry Hallen Reveals everyday language as the key to understanding morals and ethics in Yoruba culture. "This contrasts with any suggestion that in Yoruba or, more generally, African society, moral thinking manifests nothing much more than a supine acquiescence in long established communal values.... Hallen renders a great service to African philosophy." —Kwasi Wiredu In Yoruba culture, morality and moral values are intimately linked to aesthetics. (...) The purest expression of beauty, at least for human beings, is to possess good moral character. But how is moral character judged? How do actions, and especially words, reveal good moral character in a culture that is still significantly based on oral tradition? In this original and intimate look at Yoruba culture, Barry Hallen asks the Yoruba onisegun—the wisest and most accomplished herbalists or traditional healers, individuals justly reputed to be well versed in Yoruba thought and expression—what it means to be good and beautiful. Posed as an outsider wanting to gain understanding of how to speak Yoruba correctly, Hallen engages the onisegun and has them explain the subtleties and intricacies of Yoruba language use and the philosophy behind particular word choices. Their instructions reveal a striking and profound depiction of Yoruba aesthetic and ethical thought. The detailed interpretations of everyday language that Hallen supplies challenge prevailing Western views that African thought is nothing more than acquiescence to long-established religious or communal values. The philosophy of ordinary language reveals that moral reflection is indeed individual and that evaluations of action and character take place on the basis of clearly and logically delineated criteria. With the onisegun as his guides, Hallen identifies the priorities of Yoruba philosophy and culture through everyday expression and shows that there are rational pathways to both truth and beauty. Barry Hallen has taught philosophy at the Obafemi Awolowo University in Nigeria. He is a Fellow at the W. E. B. DuBois Institute for Afro-American Research at Harvard University and Visiting Professor of Philosophy at Morehouse College. He is coauthor of Knowledge, Belief, and Witchcraft: Analytic Experiments in African Philosophy. Contents Ordinary Language and African Philosophy Moral Epistemology Me, My Self, and My Destiny The Good and the Bad The Beautiful Rationality, Individuality, Secularity, and the Proverbial Appendix of Yoruba-Language Quotations Glossary of Yoruba Terms. (shrink)

Continuing the exploration of a theme that has figured prominently in previous issues of this journal, articles translated for the present issue illuminate various aspects of the fate of philosophy in twentieth-century Russia. The development of philosophy in Russia has encountered extraordinary institutional obstacles for nearly two centuries. Following the Decembrist Revolt of 1825, the tsarist authorities banned the teaching of philosophy in university classrooms as a potential source of revolutionary ideas. The ban was partially modified in 1863 only to (...) permit commentary on certain specified texts of ancient philosophy and was not lifted until 1889. During the 1920s, the Bolsheviks in authority gradually enforced increasingly strict ideological controls on the teaching and publishing of philosophy, so that by the early 1930s no doctrine other than the Marxist-Leninist orthodoxy could be taught or advocated in print. (shrink)

This is an excerpt from the content“Accountability” used to be a term that applied primarily to K-12 education, especially following the passage of No Child Left Behind. However, the recent economic downturn and subsequent recovery prompted debates on whether the cost of pursuing a college degree is “worth it” for students. Students’ post-graduation debt and job market prospects have been publicly scrutinized as well as the operations of large research universities. Supporters of higher education posit that these critiques of (...) the system impose a business model where it should not be as they emphasize outputs and efficiency over quality. At the same time, it is hard to ignore that calls for accountability in higher education are getting louder than ever before.In Accountability, Pragmatic Aims, and the American University, Ana M. Martínez-Alemán examines accountability from a historical perspective, arguing that accountability arose in the American university during the early part of the twentieth century. This rise coin. (shrink)

The history of the field of business ethics in the U.S. remains understudied and misunderstood. In this article I begin to remedy this oversight about the past, and I suggest how it can be beneficial in the present. Using both published and unpublished primary sources, I argue that the business ethics field emerged in the early twentieth century, against the backdrop of the establishment of business schools in major universities. I bring to light four important developments: business ethics lectures (...) at the University of California and Yale University, Leon Marshall’s curriculum at the College of Commerce of the University of Chicago, and the William A. Vawter Foundation on Business Ethics at Northwestern University. Then, I consider the payoffs of my historical account for business ethics theory, pedagogy, and practice. Specifically, I present four implications of my account under these headings: business ethics as a public problem; the place of ethics in business schools; historicizing business ethics; and historical self-knowledge. (shrink)