Frisbee Sheffield argues that the Symposium has been unduly marginalized by philosophers. Although the topic - eros - and the setting at a symposium have seemed anomalous, she demonstrates that both are intimately related to Plato's preoccupation with the nature of the good life, with virtue, and how it is acquired and transmitted.

In his Symposium, Plato crafted speeches in praise of love that has influenced writers and artists from antiquity to the present. But questions remain concerning the meaning of specific features, the significance of the dialogue as a whole, and the character of its influence. Here, an international team of scholars addresses such questions.

On one view, the point of an assertion is to update the common ground (Stalnaker 1978, Karttunen 1974). On another, the point of an assertion is to propose an update to the com- mon ground (Groenendijk 2009, Mascarenhas 2009, and related work on the structure of discourse, e.g., Ginzburg 1996, Roberts 1996, Gunlogson 2001). In Murray (to appear), I merge these two views. I argue based on evidence from declarative sentences with eviden- tials that assertion has two components: what is (...) at-issue and what is not. The not-at-issue component of assertion is added directly to the common ground while the at-issue compo- nent is proposed to be added to the common ground. Here, I extend this analysis to yes/no questions in Cheyenne and their interaction with evidentials. I propose that the distinction between what is at-issue and what is not is also present in questions, and that it can be modeled in the same way. Specifically, both declarative and interrogative sentences make two contributions: they restrict and structure the common ground. The restriction is based on the not-at-issue component while the structuring relation is based on the at-issue component. (shrink)

Living in poverty is associated with high levels of protracted stress associated with health problems. Economic and food insecurity are particularly poignant aspects of poverty and condition the work of securing basic daily needs of families. Recent studies suggest that levels of stress increase as family food needs rise. This paper presents new findings which clarify the relationship of food provisioning to stress levels, by examining actual food provisioning strategies and food insecurity among the Northern Cheyenne Indians of southeastern (...) Montana. Results clearly show that stress varies by types of food acquisition strategies. Contrary to our expectations, more complex strategies, including relatively unpredictable and cumbersome food provisioning activities, are not linked to higher stress levels in our analysis. Controlling for food security levels, households using a combination of local programs and informal subsistence sources are the least stressed, despite the demands of managing a large number of food sources. Households primarily using Food Stamps are the most likely to experience high levels of stress. Interviews with Food Stamp recipients show that potential sources of stress include inadequate allocations of Food Stamps, difficulty achieving and maintaining eligibility, challenges to complying with paperwork and appointment requirements, as well as personal obstacles and community barriers to making food stamps last. Analyses indicate that contradictions between local cultural norms for food provisioning and the realities of food insecurity in this context promote strategies emphasizing greater independence from federal food programs. (shrink)

In this paper, I discuss the quantificational variability of Cheyenne indeterminates: the variety of interpretations they can receive and the grammatical contexts that condition these interpretations. Building on analyses of indeterminates in other languages, such as Kratzer and Shimoyama (2002), I present a Hamblin-style analysis of Cheyenne indeter- minates. The proposal builds on the analysis of declaratives and interrogatives argued for in Murray (2010). This analysis can account for the quantificational variability of indeterminates in the scope of propositional (...) operators as well as the scope of illocutionary mood markers. The analysis is formalized in an independently motivated update semantics (Update with Centering, Bittner 2011), which automatically provides the required alternatives. (shrink)

Female-biased parental investment is unusual but not unknown in human societies. Relevant explanatory models include Fisher’s principle, the Trivers-Willard model, local mate and resource competition and enhancement, and economic rational actor models. Possible evidence of female-biased parental investment includes sex ratios, mortality rates, parents’ stated preferences for offspring of one sex, and direct and indirect measurements of actual parental behavior. Possible examples of female-biased parental investment include the Mukogodo of Kenya, the Ifalukese of Micronesia, the Cheyenne of North America, (...) the Herero of southern Africa, the Kanjar of south Asia, the Mundugumor of New Guinea, contemporary North America, and historical Germany, Portugal, and the United States. (shrink)

First published in 1973, Karl Llewellyn and the Realist Movement is a classic account of American Legal Realism and its leading figure. Karl Llewellyn is the best known and most substantial jurist of the group of lawyers known as the American Realists. He made important contributions to legal theory, legal sociology, commercial law, contract law, civil liberties and legal education. This intellectual biography sets Llewellyn in the broad context of the rise of the American Realist Movement and contains an overview (...) of his life before focusing on his most important works, including The Cheyenne Way, The Bramble Bush, The Common Law Tradition and the Uniform Commercial Code. In this second edition the original text is supplemented with a preface by Frederick Schauer and an afterword in which William Twining gives a fascinating account of the making of the book and comments on developments in relevant legal scholarship over the past forty years. (shrink)

This paper explores how the meaning of evidentiality is temporally constrained, by investigating the meaning of Korean evidential sentences with –te. Unlike evidential sentences in languages that have previously been formally analyzed , e.g. Cuzco Quechua and Cheyenne, Korean evidential sentences with –te are compatible with both direct and indirect evidence types. In this paper, I analyze –te as an evidential that lexically encodes the meaning of a ‘sensory observation’. I account for the availability of both direct and indirect (...) evidential readings in terms of the variable temporal relation between relevant eventualities. I show that this temporal relation is compositionally determined by the interaction between –te and tense, and that it in turn constrains possible (direct vs. indirect) evidence types. I also provide empirical evidence for the modal meaning contributions of –te sentences, and develop a formal analysis in terms of Kratzer’s modal theory. The paper concludes by discussing the empirical and theoretical improvements of the proposed analysis over earlier analyses by Chung, and the implications for crosslinguistic studies of evidentials. (shrink)

This paper discusses three potential varieties of update: updates to the common ground, structuring updates, and updates that introduce discourse referents. These different types of update are used to model different aspects of natural language phenomena. Not-at-issue information directly updates the common ground. The illocutionary mood of a sentence structures the context. Other updates introduce discourse referents of various types, including propositional discourse referents for at-issue information. Distinguishing these types of update allows a unified treatment of a broad range of (...) phenomena, including the grammatical evidentials found in Cheyenne (Algonquian) as well as English evidential parentheticals, appositives, and mood marking. An update semantics that can formalize all of these varieties of update is given, integrating the different kinds of semantic contributions into a single representation of meaning. (shrink)

In 1903 the Cody Road opened, leading travelers from Cody, Wyoming, to Yellowstone National Park. Cheyenne photographer J. E. Stimson traveled the route during its first week in existence, documenting the road for the state of Wyoming's contribution to the 1904 World's Fair. His images of now-famous landmarks like Cedar Mountain, the Shoshone River, the Holy City, Chimney Rock, Sylvan Pass, and Sylvan Lake are some of the earliest existing photographs of the route. In 2008, 105 years later, Michael (...) Amundson traveled the same road, carefully duplicating Stimson's iconic original photographs. In Passage to Wonderland, these images are paired side by side and accompanied by a detailed explanation of the land and history depicted. Amundson examines the physical changes along "the most scenic fifty miles in America" and explores the cultural and natural history behind them. This careful analysis of the paired images make Passage to Wonderland more than a "then and now" photography book--it is a unique exploration of the interconnectedness between the Old West and the New West. It will be a wonderful companion for those touring the Cody Road as well as those armchair tourists who can follow the road on Google Earth using the provided GPS coordinates. The University Press of Colorado gratefully acknowledges the generous support of the Charles Redd Center for Western Studies at Brigham Young University toward the publication of this book. (shrink)

In the first half of this paper I show how H. L. A. Hart's theory of rules can resolve, or at least clarify, a central methodological problem in legal anthropology that was first posed in Llewellyn and Egebel's The Cheyenñe Way In the second half I explore and develop Hart's theory of rules, and apply it to problems of agency and behaviourism in legal anthropology, and of legal development, and apply it to the problem of rule-scepticism in legal anthropology as (...) it is posed in Roberts and Comaroffs Rules and Processes and elsewhere. (shrink)

Many languages grammatically mark evidentiality, i.e., the source of information. In assertions, evidentials indicate the source of information of the speaker while in questions they indicate the expected source of information of the addressee. This dissertation examines the semantics and pragmatics of evidentiality and illocutionary mood, set within formal theories of meaning and discourse. The empirical focus is the evidential system of Cheyenne (Algonquian: Montana), which is analyzed based on several years of fieldwork by the author.

Norbert Elias (2001) produced one of the most influential theories on the history of violence in human societies in terms of ‘the civilizing process’. With the transformation of feudalism, the rise of bourgeois society and the development of the modern state, interpersonal violence was increasingly regulated by social norms that emphasized self-restraint and personal discipline. His theory was a moral pedagogics of the body in which the ‘passions’ are self-regulated through detailed social regimes. While his theory is influential, it has (...) also been the subject of systematic criticism. I examine three obvious lacunae in Elias’ theory. First, his theory does not provide an adequate account of the role of religion in the civilizing process, particularly with respect to controlling human violence, and I examine Elias’ theory through a commentary on charisma and the sacred in human society, namely the role of sacred violence. Second, Elias had relatively little to say about the interaction between military technology and interpersonal norms. Modern technology has made it possible, both in peace and war, for the state and modern military institutions to gain control of forms of mass violence that were unimaginable in less civilized societies. We could accept Elias’ proposition about constraint in terms of interpersonal violence, but argue that modern technology has obviously enhanced the capacity of the means of violence in society. This ‘de-personalization’ of violence is consistent with aspects of Elias’ civilization theory. However, the theme of technology was completely understated. Third, apart from Elias’ interest in art and society as a consequence of his teaching appointment in Ghana (1962–4), his theory was primarily concerned to explain aspects of social change in European society. An exploration of the evolution of military violence and charisma among American Plains Indians, especially the Cheyenne, is intended as an elaboration of the debate around Elias’ ‘figurational sociology’. Through an examination of the training of warriors in nomadic Plains culture, their mode of warfare is defined as a form of spiritual violence, because warfare was bound up with religious norms of conduct and their military interaction was highly ritualized. These spiritual technologies are an important illustration of military technologies of self-creation. My account concludes with an examination of the nature of modern conflict between professional armies within an international human rights framework. The democratization of warfare results in the routinization of military charisma and the charismatic hero survives primarily in popular culture as a celebrity. (shrink)

This book provides a compositional, truth-conditional, crosslinguistic semantics for evidentiality, the linguistic encoding of the source of information on which a statement is based. Central to the proposed theory is the distinction between what propositional content is at-issue and what content is not-at-issue. Evidentials contribute not-at-issue content, and can affect the level of commitment a sentence makes to the main proposition, contributed by sentential mood. In this volume, Sarah Murray builds on recent work in the formal semantics of evidentials and (...) related phenomena, and proposes a semantics that does not appeal to separate dimensions of illocutionary meaning. Instead, she argues that all sentences make three contributions: at-issue content, not-at-issue content, and an illocutionary relation. At-issue content is presented and made available for subsequent anaphora, but is not directly added to the common ground; not-at-issue content directly updates the common ground; and the illocutionary relation uses the at-issue content to impose structure on the common ground, which, depending on the clause type, can trigger further updates. 0The analysis is supported by extensive empirical data from Cheyenne, drawn from the author's own fieldwork, as well as from English and a variety of other languages. (shrink)

In this paper, I propose that the distinction between what is at-issue and what is not can be modeled as a distinction between two components of assertion. These two components affect the common ground in different ways. The at-issue component of an assertion, which is negotiable, is treated as a proposal to update the common ground. The not-at-issue component of an assertion, which is not negotiable, is added directly to the common ground. Evidence for this proposal comes from evidentials, which (...) I argue grammaticize this distinction. It has been observed that sentences with evidentials make both an ‘evidential’ and a ‘propositional’ contribution (Faller 2002, 2006, Matthewson et al. 2008). The evidential contribution is not directly challengeable or up for negotiation. In contrast, the propositional contribution, the ‘main point’ of the sentence, is directly challengeable and up for negotiation. I analyze these two contributions of evidentials as the not-at-issue component of assertion and the at-issue component of assertion, respectively. Supporting data comes from Cheyenne, a language with evidentials that are part of the illocutionary mood paradigm. (shrink)

The essays that make up my dissertation share a methodological approach that aims to explore the philosophical implications of linguists' accounts of ordinary language use. In particular, all of them focus on epistemic natural language and the implications that linguists' accounts of such language has for epistemology. The first essay focuses on the debate about the norms that govern assertion and shows the ways in which research on natural language evidentiality has direct bearing. This essay uses existing cross-linguistic data about (...) assertions in Quechua and Cheyenne to argue that assertions and the norms that govern them are more complex than allowed for in extant views. What makes Quechua and Cheyenne important is that they allow speakers to assert sentences the content of which they do not believe, or even believe to be false, as long as the sentence contains the right evidential marker. This is a problem for the current theories as they all take belief in the proposition being expressed as a minimal requirement for a speaker to felicitously assert. Given the data, I argue that we should see evidential markers as modifying the norm that is in place governing felicity of the current content. I go on to present three implementations of a context-sensitive norm and argue that only the ones that are evidence-based or completely contextual can properly capture the entire set of linguistic data. In the second essay I argue that epistemic uses of 'should' can be modelling using the standard Kratzerian modal canon. In Kratzer's system, modals induce quantification over some partially ordered, restricted class of worlds. The relevant partially ordered, restricted class of worlds is generally fixed by two ingredients: a modal base and an ordering source. Modelling epistemic uses of 'should' requires us to rethink and expand what has traditionally been thought of as making up an epistemic modal base. Traditionally it has been thought that epistemic modal bases just include information about probabilities but this thought needs to be updated in order to bring epistemic 'should' into the fold. I argue that there are good theoretical reasons for having as uniform a semantics as possible then show that the context-sensitive semantic model that I develop meets all empirical demands. I end the essay by arguing that this updated way of thinking about epistemic modals bases has implications for epistemology. The final essay outlines the broad type of methodological approach mentioned above that guides the research throughout the dissertation. In it, I argue that the results of linguistics' theorizing about semantics, especially within the epistemic domain, ought to be seen as an accurate guide to reality. Looking to the way that language evolves over time and what it takes for information to become encoded into language is what drives this result. Buttressing the evolutionary explanation with results from the Condorcet Jury Theorem gives us more reason to believe that language is an accurate, albeit defeasible, guide to reality. If these results hold, they not only have broad implications for how we ought to be conducting our epistemological theorizing but our philosophical theorizing in general. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Somatic Knowledge and Qualitative Reasoning:From Theory to PracticeRichard Siegesmund"Elliot Eisner is a writer to be reckoned with" is how my undergraduate student, Cheyenne, opened her final essay on The Arts and the Creation of Mind. After a semester of using his text in my art education methods class, reckoned seemed an apt word. The dictionary gives the definitions of reckoned as to settle accounts, make calculation, judge, and (...) take into consideration.1 The ideas in The Arts and the Creation of Mind are challenging on multiple levels, and Eisner does not provide any easy answers. There are no pithy how-to-do-it bullet points in the text. The issues he addresses are complex: nonlinguistic meaning, somatic knowledge, qualitative reasoning, the arts as habits of mind that guide experience and inquiry into the world — just to name a few. Nevertheless, in this text he brings these ideas into a format that is accessible to undergraduates entering the profession of teaching and experienced professionals, who wish to reflect on their own practice.The lucidity of Eisner's text can belie the complexity of the issues he addresses. Regrettably, some students only saw the outer shell of the content: the discussion of conceptual approaches to arts education or the delineation of the developmental stages of children's drawing. Yet for these aspects alone, they considered the text to be valuable; however, I was disappointed that they did not go deeper. Some just could not synthesize the big point: that the arts are not simply about mastery of technical skills, but that technical skills are merely a gateway into non-linguistic thinking. Educational objectives that are limited to content and skills are mundane.However, for more thoughtful and reflective students like Cheyenne, who was in her last semester of course work before student teaching in Guadalajara, the book was an inspiration. It provided a more robust conception of arts education that spoke to her feelings that compelled her to be a teacher. She reflected on what she read in The Arts and the Creation of Mind, and saw how an arts educator was more than an activities manager. She discovered she was embarking on a calling that could change minds — and [End Page 80] by changing minds, transform lives. For a young idealist, Eisner articulated her passion to serve. He said what up until that moment she had only felt. She discovered what she had previously sensed — known in her bones — but had not articulated. Eisner was a voice she wanted to take for her own. He provided a vision of the teacher she hoped to be. Indeed, Elliot Eisner is a writer to be reckoned with.Two ideas that my art students want to discuss when they first encounter The Arts and the Creation of Mind are the concepts of somatic knowing and qualitative reasoning. Somatic knowledge is a felt reaction of rightness within an experience. Qualitative reasoning is the ordering of relationships of qualities. Qualitative reasoning produces somatic knowledge. Using my students' questions and classroom discussions as inspiration, I want to explore these ideas for I believe they represent the essence of what is distinctive about learning in the arts. Furthermore, I share Eisner's belief that they provide the foundation on which to make an enduring case for the importance of the arts in education. These ideas reside at the heart of the process of education, which is, as he states, "learning to create ourselves."2It is immensely satisfying as a teacher to see the ah-ha moments in class discussion when students begin to integrate Eisner's ideas into their own experience. It is an even greater satisfaction to work with teachers who find these ideas illuminating for their educational aims and objectives and to see them played out in real classrooms where students flourish. In this essay, I want to try to build on my own experience with these moments to more deeply explore the significance of Eisner's work.To begin, I will briefly revisit the work of John Dewey. I will then discuss how Eisner's previous thinking sets a foundation for The Arts and the Creation of Mind. Finally, on a... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Somatic Knowledge and Qualitative Reasoning:From Theory to PracticeRichard Siegesmund"Elliot Eisner is a writer to be reckoned with" is how my undergraduate student, Cheyenne, opened her final essay on The Arts and the Creation of Mind. After a semester of using his text in my art education methods class, reckoned seemed an apt word. The dictionary gives the definitions of reckoned as to settle accounts, make calculation, judge, and (...) take into consideration.1 The ideas in The Arts and the Creation of Mind are challenging on multiple levels, and Eisner does not provide any easy answers. There are no pithy how-to-do-it bullet points in the text. The issues he addresses are complex: nonlinguistic meaning, somatic knowledge, qualitative reasoning, the arts as habits of mind that guide experience and inquiry into the world — just to name a few. Nevertheless, in this text he brings these ideas into a format that is accessible to undergraduates entering the profession of teaching and experienced professionals, who wish to reflect on their own practice.The lucidity of Eisner's text can belie the complexity of the issues he addresses. Regrettably, some students only saw the outer shell of the content: the discussion of conceptual approaches to arts education or the delineation of the developmental stages of children's drawing. Yet for these aspects alone, they considered the text to be valuable; however, I was disappointed that they did not go deeper. Some just could not synthesize the big point: that the arts are not simply about mastery of technical skills, but that technical skills are merely a gateway into non-linguistic thinking. Educational objectives that are limited to content and skills are mundane.However, for more thoughtful and reflective students like Cheyenne, who was in her last semester of course work before student teaching in Guadalajara, the book was an inspiration. It provided a more robust conception of arts education that spoke to her feelings that compelled her to be a teacher. She reflected on what she read in The Arts and the Creation of Mind, and saw how an arts educator was more than an activities manager. She discovered she was embarking on a calling that could change minds — and [End Page 80] by changing minds, transform lives. For a young idealist, Eisner articulated her passion to serve. He said what up until that moment she had only felt. She discovered what she had previously sensed — known in her bones — but had not articulated. Eisner was a voice she wanted to take for her own. He provided a vision of the teacher she hoped to be. Indeed, Elliot Eisner is a writer to be reckoned with.Two ideas that my art students want to discuss when they first encounter The Arts and the Creation of Mind are the concepts of somatic knowing and qualitative reasoning. Somatic knowledge is a felt reaction of rightness within an experience. Qualitative reasoning is the ordering of relationships of qualities. Qualitative reasoning produces somatic knowledge. Using my students' questions and classroom discussions as inspiration, I want to explore these ideas for I believe they represent the essence of what is distinctive about learning in the arts. Furthermore, I share Eisner's belief that they provide the foundation on which to make an enduring case for the importance of the arts in education. These ideas reside at the heart of the process of education, which is, as he states, "learning to create ourselves."2It is immensely satisfying as a teacher to see the ah-ha moments in class discussion when students begin to integrate Eisner's ideas into their own experience. It is an even greater satisfaction to work with teachers who find these ideas illuminating for their educational aims and objectives and to see them played out in real classrooms where students flourish. In this essay, I want to try to build on my own experience with these moments to more deeply explore the significance of Eisner's work.To begin, I will briefly revisit the work of John Dewey. I will then discuss how Eisner's previous thinking sets a foundation for The Arts and the Creation of Mind. Finally, on a... (shrink)

In languages like English, reflexivity and reciprocity are expressed by distinct proforms. However, many languages, such as Cheyenne, express reflexivity and reciprocity with a single proform. In this paper I utilize Dynamic Plural Logic (van den Berg, 1996) to a draw a semantic parallel between reflexive and reciprocal anaphors in English. I propose that they contribute overlapping but distinct requirements on the relations introduced by transitive verbs, requirements which fully specify reflexivity and reciprocity. This parallel is then extended to (...) Cheyenne by appealing to underspecification. I propose the Cheyenne affix which expresses both reflexivity and reciprocity contributes only the shared requirement of the English anaphors. It is thus underspecified, not ambiguous. This accounts for its compatibility with both singular and plural antecedents as well as its variety of construals. (shrink)

Gabriel J. Zanotti. La hermenéutica como el humano conocimiento. Cheyenne, Wyoming: Ed. Arje, 2019, 165 pp., ISBN-10:1-7335483-0-0, ISBN-13:978-1-7335483-0-4 (Agustina Borella) Daniele Aucone. Oltre l’utopia e il disincanto. La speranza cristiana oggi. Roma: Angelicum University Press, 2019, 313 pp. ISBN 978-88-99616-20-5. (Julio Raúl Méndez).

Plural reflexives and reciprocals are anaphoric not only to antecedent pluralities but also to relations between the members of those pluralities. In this paper, I utilize Dynamic Plural Logic (van den Berg 1996) to analyze reflexives and reciprocals as anaphors that elaborate on relations introduced by the verb, which can be collective, cumulative, or distributive. This analysis generalizes to languages like Cheyenne (Algonquian) where reflexivity and reciprocity are expressed by a single proform that I argue is underspecified, not ambiguous.