School reforms in the late 19th century, mirroring larger social, economic, and political changes in American society, account für the permanent lodging of science into the high school curriculum. Major changes in science courses, texts, and instruction occurred in these years. These changes then and since, however, were marked by ideological struggles among groups of reformers representing university academics, policy makers, and educators over why science knowledge and pedagogy reflected deeply embedded value conflicts in American democracy and over the purposes (...) of the high school in such a society. (shrink)

A review of Susan E. Babbit's book: Jose Marti, Ernesto "Che" Guevara and Global Development Ethics: The Battle for Ideas.

Focusing on philosophy’s roles in problem solving, this essay proposes a philosophy curriculum for a university “universalized” according to a Cuban model. This model arises from Fidel Castro Ruz’s “dream” that the Cuban nation itself should become a university for its people. The paper’s immediate stimulus was aVenezuelan paper on rural universalized universities at the Havana conference on university education, Universidad 2008. What should be the place of philosophy in a university curriculum for rural students? In the idiom (...) of Richard Rorty, philosophy is the collection of stories we tell ourselves for guidance through life. Philosophy’s critical function is to generate new stories when old ones fail to solve the problems that gave birth to them. The essay’s three parts address three levels of generality in philosophical reflection. The most general philosophical theories, such as Marxism or pragmatism, offer wholesale guidelines for life. More specific theories direct the practices of narrow subjects, such as physics, psychology, or economics. The most specific theories focus on the nexus of theoryand practice in solving life’s most concrete problems. The essay advocates a philosophy curriculum that contrasts students’ current philosophies with alternatives from the history of thought. Students absorb philosophies from the cultures in which they are raised. When students understand the accidental nature of their guiding thoughts, they are motivated to reflect critically on historical alternatives. When students study how to solve their problems using more specific disciplines like the arts and sciences, the history of the philosophies of those subjects will help them understand their freedom to choose among alternative solutions. When students reflect on the daily problems they must solve, attention to the connections of theory and practice can amplify their range of choices. (shrink)

In this article, I contend that the three Cuban philosophers/pedagogues of the nineteenth century – Félix Varela y Morales, José de la Luz y Caballero, and Enrique José Varona were responsible for overcoming the teaching of late scholastic at the Royal and Pontifical University of St. Jerome of Havana. Against late scholastic philosophers and pedagogues who preferred syllogistic logic and the authority of tradition over induction, they argued in favor of the latter over the first. Since they defended liberal (...) and republican ideas, they also argued against those who appeal to the authority of tradition rather than to our ordinary experiences. Of course, their liberal spirit challenged not only the tyrannical regime imposed by Spain at the time but any other regime whose authority depends on force rather than on the will of the people. (shrink)

El perfeccionamiento de la disciplina Filosofía y Sociedad en la Educación Superior es una de la exigencias en los Lineamientos al VI Congreso del Partido Comunista de Cuba lo cual contribuye a la preparación de un profesional a la altura de los cambios científico tecnológicos que actualmente despliega la Educación Médica Superior cubana. Para el logro de este propósito se aplicó la simulación educativa como herramienta didáctica avanzada en temas de Ciencia Tecnología y Sociedad en la disciplina Filosofía y Sociedad, (...) la que permitió a los educandos desarrollar habilidades investigativas, un pensamiento científico, político, económico y social así como elevar su nivel creativo y productivo. Development of the discipline of Philosophy and Society in Higher Education is one of the requirements in the guidelines to the 6th Congress of the Communist Party of Cuba which contributes to the preparation of a professional at the height of the scientific-technological changes that Cuban Higher Medical Education currently deploys. For the achievement of this purpose the educational simulation was applied as a teaching tool advanced in terms of science, technology and society in the discipline of Philosophy and Society, which helped the students to develop research skills, scientific, political, economic and social thinking as well as raise their creative and productive level. (shrink)

Un analisis historico, atrevido y sugerente, sobre el pensamiento filosofico cubano, escrito por un joven cubano.

v. 1. Formación y liberación del pensamiento cubano (1515-1860). t. 1. Orígenes y formación del pensamiento cubano -- t. 2. Del liberalismo esclavista al liberalismo abolicionista.

A collaboration with Cuban Artists. Poder is the first in a series of three books exploring issues confronting Cubans daily. Six meetings in Havana over 2.5 years- two weeks of very hard work.Power rules.We are born and are powerful because in our relationships and connections, communication and contacts, we exercise that special force/energy (Power) with which all of us without exception come into this world.Force is physical, Power is intellectual. By making art and putting together this book we have (...) chosen our way to relate to Power. All prints included illustrate, different aspects of The Relationships of Power in its various dimensions: the power of the mind, willpower, financial, military, economic power, the power of authority, social power, physical or mystical . . .After all Power is a natural condition.Yamilys Brito JorgeApril 2010. (shrink)

Beginning with a Cuban Catholic ritual in Miami, this book takes readers on a momentous theoretical journey toward a new understanding of religion.

Fundamentos teóricos y metodológicos presentes en Historia y estilo -- Historia y estilo, importancia para la teoría del arte en Cuba.

En la siguiente exposición se propone un comentario de la obra del filósofo cubano Pablo Guadarrama González, denominada Pensamiento filosófico latinoamericano. Humanismo, método e historia. La perspectiva humanista que es postulada contiene una serie de precisiones que son analizadas en sus implicaciones teóricas y prácticas. Asimismo, se extiende su estudio de las ideas filosóficas a distintos momentos del desarrollo particular seguido en América Latina, al igual que está acompañada esta tarea historiográfica de consideraciones metodológicas que resultan significativas. Desde el conjunto (...) de temas planteados por el autor se retoman sus aportes en relación a debates que se inscriben en el cruce disciplinario de la filosofía y la historia de las ideas, que se ubican inicialmente en el contexto latinoamericano pero aspiran a una proyección con alcances universales. We comment the Cuban philosopher Pablo Guadarrama González’s Latin American philosophical thinking. Humanism, method and history. The humanistic perspective posited therein contains some assumptions that we analyze in their theoretical and practical implications. Furthermore, we extend his study of philosophical ideas to different moments of Latin America’s particular development, being this historiographic task accompanied by significant methodological considerations. Of all the themes posed by this author, we take his contributions to the debates raised in the interdisciplinary intersection of philosophy and the history of ideas, initially located in a Latin American context but with universal projection. (shrink)

The article deals with the theme of updating of Cuba’s economic model mainly from the perspective of economic and political philosophy and its interdisciplinary contexts. First, it examines the historical origins of Cuba’s socialist model and the subsequent changes after the fall of the Eastern Bloc. Second, it analyses the actualization of Cuba’s model in the first two decades of the 21st century, that is, mainly the introduction of market and private ownership to complement planning and public ownership. Third, it (...) explains the codification of these changes in the new constitution. Forth and finally, it focuses on an interpretation of international cooperation both in Latin America, especially within the framework of the two pink tides, and with other partners in global interactions, particularly China. This will make it possible to understand the updated Cuba’s model, which the author has coined strategic socialism with Cuban characteristics. (shrink)

Available for the first time in English, Ernesto Che introduces readers to this important figure's pedagogical thinking. One of Guevara's enduring contributions was his insistence that a new socialist society involved not only economic and political change, but also the creation of what he called "a new man." "Collectivism," says author Linda Turner Martî, "was considered by Che a very important part of the personality of the Cuban socialist man." Martî points out that in Che's vision "the education of (...) every person is subjected not only to individual influences (teachers, parents, family and comrades) but above all to the influence of the collective, the social group, the environment, the media and others. (shrink)

En la siguiente exposición se propone un comentario de la obra del filósofo cubano Pablo Guadarrama González, denominada Pensamiento filosófico latinoamericano. Humanismo, método e historia. La perspectiva humanista que es postulada contiene una serie de precisiones que son analizadas en sus implicaciones teóricas y prácticas. Asimismo, se extiende su estudio de las ideas filosóficas a distintos momentos del desarrollo particular seguido en América Latina, al igual que está acompañada esta tarea historiográfica de consideraciones metodológicas que resultan significativas. Desde el conjunto (...) de temas planteados por el autor se retoman sus aportes en relación a debates que se inscriben en el cruce disciplinario de la filosofía y la historia de las ideas, que se ubican inicialmente en el contexto latinoamericano pero aspiran a una proyección con alcances universales. We comment the Cuban philosopher Pablo Guadarrama González’s Latin American philosophical thinking. Humanism, method and history. The humanistic perspective posited therein contains some assumptions that we analyze in their theoretical and practical implications. Furthermore, we extend his study of philosophical ideas to different moments of Latin America’s particular development, being this historiographic task accompanied by significant methodological considerations. Of all the themes posed by this author, we take his contributions to the debates raised in the interdisciplinary intersection of philosophy and the history of ideas, initially located in a Latin American context but with universal projection. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviews  YOURS FAITHFULLY P L. T Religious Studies / McGill U. Montreal, , Canada   @-.. Ray Perkins, Jr., ed. Yours Faithfully, Bertrand Russell: a Lifelong Fight for Peace, Justice, and Truth in Letters to the Editor. Chicago and La Salle, Ill.: Open Court, . Pp. xii, . .; pb .. lthough Bertrand Russell was obviously a prolific writer on numerous Atopics (technical philosophy, education, religion, political (...) critique, women ’s rights, and nuclear disarmament), and published his views through various venues such as technical volumes, popular books, essays, scholarly articles, reviews, and pamphlets, there has been a neglect of Russell’s utilization of the newspaper’s “Letters to the Editor” section. In this accessible volume, Ray Perkins has collected and organized the letters to the editor published by Russell. Russell, from the first known letter in  to the final public statement on the Middle East crisis published posthumously in , published approximately  letters to the editor. Of these  are published in Yours Faithfully. Perkins begins with a helpful introduction (pp. –), placing the letters into the broader framework of Russell’s life. We are introduced, in a very basic sketch, to the development of Russell’s thought, encountering such major threads in Russell’s life as his early political interests (indicated in  with German Social Democracy, though pushed to the foreground with the First World War) and the developments in his philosophical theories from Principia Mathematica through Our Knowledge of the External World to Human Knowledge. We also meet various significant individuals in Russell’s life, such as his various wives and his colleagues both in philosophy and in activist work. Although Russell scholars will find this introduction somewhat simplistic, those non-specialists encountering Russell through this book will find the introduction helpful and clearly necessary in order to contextualize the letters.  Reviews The letters themselves are organized into chronological chapters. The first eight letters, “Early Letters”, are dated from  to . These are the earliest known published letters by Russell. Perkins then gives us those letters published during the First World War (–). The remaining letters fall into: “Between the Wars” (–); “World War Two and the Early Cold War” (–); “The Cold War and the Nuclear Peril” (–); and “The Cold War and American Militarism” (–). The final document is Russell’s posthumous  statement to the Conference of Parliamentarians in Cairo. Each chapter has a brief overview of the period in Russell’s life, further situating the letters. Perkins is also careful to offer introductions to each letter, and the occasional footnote to explain various references in the letters (names of individuals that may not be familiar to readers, major events referred to, etc.). Each letter is numbered sequentially, accompanied by the B&R number of the letter. Given Russell’s diverse interests, clearly reflected in these letters, Perkins has subdivided the last four chapters into thematic subsections. Those readers who are interested in Russell’s views on, e.g., religion, education, or Vietnam can find the relevant letters with ease. A comprehensive index also makes the collection accessible. The exact division of the chapters tends to reflect major shifts in Russell’s thinking as much as historical developments (the latter obviously affecting the former in any case). For example, the – break reflects both Russell’s move from England to the  and his departure from the pacifist stance of Which Way to Peace? The – break reflects Russia’s development of nuclear weapons and Russell’s shift towards mutual disarmament by both superpowers. And the – break reflects Russell’s intervention in the Cuban Missile Crisis as well as his reactions to the  involvement in Vietnam. Perkins has supplied us with an excellent collection of letters. Although some may ask how useful such a collection may be, I would contend that the letters are vital sources of information for Russell studies. First, from an historian’s perspective, the preservation and accessibility of primary material is a noble and worthwhile achievement. Perkins is to be commended for his efforts in drawing our attention to this material by blowing the dust off material that most would ignore. Second, the letters themselves are fascinating indications of shifts in Russell’s thinking, pointing out the nuances of such shifts as he engages in debate with various other voices over... (shrink)

This article stages the imaginary “travel” of the ideas of the Argentine philosopher/anthropologist Rodolfo Kusch (1922–1979) to the Caribbean, in the service of sketching the work of feminist cultural producers in generational knowledge transmission. The first part elaborates a dialogue between Kusch’s concept of “fagocitación” (phagocytosis) with “transculturación” (transculturation), developed by the Cuban Fernando Ortiz (1881–1969). The second part of the article focuses on how Dominican diasporic composer, singer, and healer Irka Mateo enters this itinerary as a field researcher, (...) an intellectual and expressive cultural producer. I suggest that Mateo’s notion that the “field” might inhabit her music captures a key dimension of her work as expressive and embodied cultural praxis, and that this inhabitation subtends how the artist envisions the preservation of cultural memory and links her work to Kusch and Ortiz. The final section of the article looks at the implications of forgetting to the transmission of ancestral knowledges to illustrate how Mateo’s work offers some clues that can help us better discern what re-membering means, which might be distinct and enrich how we remember. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:SHEILA TURCON The Bertrand Russell Archives / Editorial Projecr McMasrer Universiry -RECENT ACQUISITIONS: CORRESPONDENCE The last update of correspondence acquisitions, which concerned published correspondence only, appeared in Russell, n.s. H (1990); 204-08. The last general update of correspondence was in Russell, n.s. II (1990): 91-7. There are 30 entries in this listing, covering approximately 170 letters and telegrams. Some of the items have been received from a tOtal of (...) three other institutions, to whom we are very grateful. The latest acquisition reported is number 1,168, which arrived on 27 July 199 2. The following abbreviations should be noted: L(s). or l(s). = letteres ); pes). or pes). =photocopy(ies); p.c(s). =POSt card(s). Recent Acquisitions: Correspondence 209 courtesy of Rosenbach Museum & Library. Rec. Acq. 1,153. -Hook, Sidney L. from BR, 19 June 1943, and 2 Is. to BR, 1944-64. BR's letter concerns Hook's contribution to The Philosophy of Bertrand Russell (B77), job prospects and family matters. Ps., courtesy of Hoover Institution. Rec. Acq. 1,161. Jourdain, P. E. B. L. to BR, 13 Nov. 1916. Purchase. Rec. Acq. 1,163. Lasky, Melvin L. from BR, 30 Aug. 1950. Re resigning as the Hon. Chairman of the Congress for Cultural Freedom. Extracted in Peter Coleman, The Liberal Compiracy (1989), p. 36. P., courtesy of Hoover Institution (Sidney Hook Papers). Rec. Acq. 1,161. Levitas, S. M. See New Leader, The. Lovett, Caroline Lewis 6 ls. from BR 1941-45 and holograph copies of 2 Is. to BR, n.d. but 1941-42. Lovett was one of BR's students at the Barnes Foundation. Access restricted. Ps., courtesy of Rosenbach Museum & Library. Rec. Acq. 1,153. Mortimer, Raymond L. from BR, 4 July 1923. Re review of Santayana's Scepticism and Animal Faith (C1.3.26) and a possible meeting. P., courtesy of Princeton U. Library (Mortimer Papers). Rec. Acq. 1,168. Nabokov, Nicolas See Congress for Cultural Freedom. New Leader, The, New York (S. M. Levitas) L. from BR, 3 Ju[y 1956. Re Rosenberg-Sobell case. P.-, courtesy Hoover - Institution (Sidney Hook Papers). Rec. Acq. 1,161. Norton, Henry Kittredge 2 Is. from BR, 13 March 1940 and 26 March 1963, and I. to BR, 22 OCt. 1935. BR's Is. concern the CCNY case and arranging a meeting. Gift; courtesy of Bruce Thompson and Je3,l1 Guthrie. Rec. Acq.I,156. Ozmon, Howard 2 [so from BR, 1964British Broadcasting Corporation (T. S. Gregory) 1. to BR, 22 Sept. 1953. Re arrangements for a broadcast discussion with Sidney Hook. P., courtesy of Hoover Institution (Sidney Hook Papers). Rec. Acq. 1,161. Bulletin of the Atomic Scientists, -The (Eugene Rabinowich, Ruth Adams) 6 I~. from BR, 1962-63, and 1. from, 1962. Ps. courtesy of The Bulletin of Atomic Scientists. Rec. Acq. 1,155. Canterbury U. College, Christchurch L. from BR, 12 Oct. 1936, recommending Karl Popper. P., courtesy of Hoover Institution (Popper Papers). Rec. Acq. 856. Congress for Cultural Freedom (Nicolas Nabokov) L. from BR, 25 Feb. 1957. Re their differences of opinion over the Congress. P., courtesy of Hoover Institution (Sidney Hook Papers). Rec. Acq. 1,161. Coppock, Barbara M. (Women's Ind. League for Peace and Freedom) 1. from BR, 5 July 1962, declining to speak at her meeting. Purchase. Rec. Acq.I,135· Fallin, Richard 6 Is. from BR, 1962-63. Re literature, Camus, Gide, Sarrre, -and the Cuban Missile Crisis. Ps., courtesy of Richard Fallin. Rec. Acq. 1,137· _ Freeman, The Post card from BR, n.d. but 1923. Re review of Tolstoy biography (C23.03). Access restricted. P., courtesy of Rosenbach Museum & Library. Rec. Acq. 1,153. Greg, W. W. (Librarian of Triniry College, Cambridge) L. from BR, n.d. but 1912. Re Principia Mathematica. P., courtesy of Thoemmes Antiquarian Books Ltd. Rec. Acq. 1,150. Gregory, T. S. See British Broadcasting Corporation. Hartcup, R. E. L. from BR, 6 Dec. 1962. Form letter response to Cuban Missile Crisis. Restricted access. P., n.s. 12 (winter 1992-93): 208-10 ISSN 0036-01631 BR, 1895-98. 'Re winning his fellowship and life in Italy. Ps., courtesy of Lilly Library (Smith Papers), Indiana U. Rec... (shrink)

En la siguiente exposición se propone un comentario de la obra del filósofo cubano Pablo Guadarrama González, denominada Pensamiento filosófico latinoamericano. Humanismo, método e historia. La perspectiva humanista que es postulada contiene una serie de precisiones que son analizadas en sus implicaciones teóricas y prácticas. Asimismo, se extiende su estudio de las ideas filosóficas a distintos momentos del desarrollo particular seguido en América Latina, al igual que está acompañada esta tarea historiográfica de consideraciones metodológicas que resultan significativas. Desde el conjunto (...) de temas planteados por el autor se retoman sus aportes en relación a debates que se inscriben en el cruce disciplinario de la filosofía y la historia de las ideas, que se ubican inicialmente en el contexto latinoamericano pero aspiran a una proyección con alcances universales. We comment the Cuban philosopher Pablo Guadarrama González’s Latin American philosophical thinking. Humanism, method and history. The humanistic perspective posited therein contains some assumptions that we analyze in their theoretical and practical implications. Furthermore, we extend his study of philosophical ideas to different moments of Latin America’s particular development, being this historiographic task accompanied by significant methodological considerations. Of all the themes posed by this author, we take his contributions to the debates raised in the interdisciplinary intersection of philosophy and the history of ideas, initially located in a Latin American context but with universal projection. (shrink)

In 1968, Aimé Césaire travelled to Cuba to participate in the Havana Cultural Congress, a mass international meeting where delegates discussed the place of culture in the struggle against imperialism, neo-colonialism, and underdevelopment. Among the likes of C.L.R. James, Nicolás Guillén, René Depestre, Michel Leiris, and Daniel Guérin, it was in Havana that the Martinican politician undertook the until-now untranslated interview with Sonia Aratán for the Casa de las Américas revue and delivered his Cultural Congress conference paper – previously believed (...) by Césaire scholars to be lost. Both texts shed light on Césaire’s little-known views on Fidel Castro, the Cuban Revolution and Marxism in the context of late-1960s tricontinentalism. By reconstructing Césaire’s exchanges with Cuban writers before and during the Congress, we propose a consideration of the role of Cuba in Césaire’s political thought as a tragic possibility, combining the catastrophe of Caribbean history with the uncertain potential of new social forms. (shrink)

In this article, I propose to examine the origins and follow the process of the development of philosophy in Mexico, its periods, currents and most important features, and some of the problems that it is confronting in modern times. One of the guiding ideas that structure this reflection is that philosophy in Mexico has developed along the horizon of a series of economic, political and social events to which philosophy itself has attempted to respond but that, in a manner both (...) simultaneous and decisive, have contributed to configuring philosophy itself. Among these events I would emphasize, first, the experience of the Mexican Revolution, but would add the experience of the Russian Revolution, World Wars I and II, the explosion of the atomic bomb and, later, the Cuban Revolution, the 1968 Student Movement in Mexico, the nuclear catastrophe in Chernobyl, the fall of the Berlin Wall and, more recently, the emergence of the Neo-Zapatista movement in the country, as well as the ecological disasters that characterized the 20th century. Nor can we ignore the great challenges that have emerged in recent decades due to the worldwide scourge of inequality, and the extensive migratory movements from poor countries to rich ones caused by the overwhelming force of diverse forms of political and religious fundamentalism, climate change and new forms and waves of violence on both the national and international levels. The recent development of philosophy in Mexico has been marked by growing professionalization and specialization and the formation of a solid community of philosophers with specialized journals that provide spaces for reasoned public discussion and debate that is subject to the argumentative constraints proper to the discipline and conforms to the criteria established by a community that finds itself coming into ever-closer contact with other philosophical communities in and beyond the Spanish-American world. However, and paradoxically, beside this emphasis on specialization, philosophy has lost some of its presence in the public space and grand national discussions and debates. As another central element of its discourse in recent decades we can mention the fact that, parallel to increasing specialization, philosophy in Mexico has been conducted, through its own development, towards greater interaction and dialogue with other sciences and disciplines, leading it to insert itself into a learning process that has allowed it to potentiate the development and advancement of philosophy itself. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:September 24, 2010 (10:17 pm) C:\Users\Milt\Desktop\backup copy of Ken's G\WPData\TYPE3001\russell 30,1 032 red corrected.wpd 1 Just what exactly “separated by degree” means is a bone of contention among those playing the game. But it seems to me that if you have actually met a person Xz, then you have knowledge by acquaintance of X, whereas if you meet someone who met Xz you are separated from Xz by one (...) degree. Thus, I never met the jazz great Sun Ra, but my friend Warren Allen Smith (former head of a recording studio) worked with him on several of his albums, so I am one degree of separation from Sun Ra. russell: the Journal of Bertrand Russell Studies n.s. 30 (summer 2010): 63–7 The Bertrand Russell Research Centre, McMaster U. issn 0036-01631 eu d’sprit “SIX DEGREES OF BERTRAND RUSSELL” Timothy J. Madigan Philosophy / St. John Fisher College Rochester, ny 14618, usa [email protected] One of the most quoted phrases in current popular culture is “six degrees of separation”. It expresses the idea that any human being is connected with any other human being by a chain of at most six acquaintances.1 While there is much debate as to whether this is literally true, it is an interesting thoughtexperiment, as well as the basis for many fun parlour games. One of these is entitled “Six Degrees of Kevin Bacon”, in which Wlm fans try to connect the aforementioned actor with any other movie star in as few links as possible. I have been thinking of launching a similar parlour game called “Six Degrees of Bertrand Russell”, in which any Wgure from the past 200 years or so could be connected with Bertie in as few steps as possible. Why Bertie rather than, say, Ludwig Wittgenstein (who after all had a stated interest in games)? For two reasons: Wrst, Russell lived to the ripe old age of 97, and thus had the time to interact with a wide variety of people; and secondly he was for most of that long life a celebrity, who rubbed elbows with all manner of individuals, many of whom were either celebrities themselves at the time or came to be celebrated later. As is often pointed out, Russell’s list of acquaintances stretched from Lenin (V.yI.) to Lennon (zJohn), from the Bloomsbury Group to the Doomsday Prophets, from William Gladstone to Harold Wilson. Russell’s grandfather, LordJohn Russell, had as a young man visited Napoleon on the island of Elba and shaken his hand. When I shake the hand of Honorary Russell Archivist Ken Blackwell, September 24, 2010 (10:17 pm) C:\Users\Milt\Desktop\backup copy of Ken's G\WPData\TYPE3001\russell 30,1 032 red corrected.wpd 64 timothy j. madigan 2 Other historical writings by Russell are discussed in Kenneth R. Stunkel, “Bertrand Russell’s Writings and ReXections on History”, Russellz 21 (2001): 129–53. who met Bertie, I often think that I am only three degrees of separation from shaking Napoleon’s hand as well. And as for Napoleonz—zwell, who knows where that hand had been? Given this strong connection to history, it is not surprising that Russell himself would write an essay entitled “How to Read and Understand History”.2 In his Autobiographyz and other works such as Portraits from Memory, Russell made it quite clear that his aristocratic and privileged background gave him access to many of the most important movers and shakers in twentieth-century politics, literature, and academia, areas in which he himself excelled. He was aware that, unlike many of his fellow philosophers, who were known only to a small coterie of fellow deep thinkers, he was an historic Wgure, one who could interact on a personal level with cabinet ministers, Nobel prize-winners in all Welds, press lords, movie stars, presidents and premiers. During the Cuban Missile Crisis, for instance, many concerned individuals tried to reach Kennedy and Khrushchev to give them advice, but Russell was one of the few outsiders whose letters actually got through, as he no doubt knew they would. For all of his concern with... (shrink)

Drawing on classic and contemporary scholarship and empirical analysis of elections and public expenditures in 80 countries, the author argues for the existence of primary and secondary laws of politics. Starting with how basic elements of politics-leadership, organization, ideology, resources, and force-coalesce in the formation of states, he proceeds to examine the operations of those laws in democracies and dictatorships. Primary laws constrain the support that incumbents draw from the electorate, limiting their time in office. They operate unimpeded in democracies. (...) Secondary laws describe the general tendency of the state to expand vis-à-vis economy and society. They exert their greatest force in one-party states imbued with a totalitarian ideology. The author establishes the primary laws in a rigorous analysis of 1,100 parliamentary and presidential elections in 80 countries, plus another 1,000 U.S. gubernatorial elections. Evidence for the secondary laws is drawn from public expenditure data series, with findings presented in easily grasped tables and graphs. Having established these laws quantitatively, the author uses Cuba as a case study, adding qualitative analysis and a practical application to propose a constitutional framework for a future Cuban democracy. Written in an engaging, jargon-free style, this enlightening book will be of great interest to students and scholars in political science, especially those specializing in comparative politics, as well as opinion leaders and engaged citizens. (shrink)

Recent decades have seen a rethinking and renewal of Marxism on various levels, beginning in the 1950s and 1960s when New-Left movements in the developed capitalist countries combined with Maoist, Guevarist, and other Third-World liberation struggles to challenge the ossified theory and practice of Soviet-style communism and traditional social democracy. More recently, the rethinking of Marxism has been driven largely by the collapse of the Soviet Union and its official Marxist ideology, and by the movement toward neoliberal ‘free market’ policies (...) on a global scale, which together have brought forth a tidal wave of frankly pro-capitalist as well as ‘postmodern’ left varieties of ‘end of history'-type thinking. The contemporary challenge to Marxism, however, also has a positive side in the form of popular revolts against the neoliberalisation of the global economy – the Chiapas rebellion in Mexico, the December 1995 public sector upheavals in France, and many others, not to mention the heroic struggle of the Cuban people against the threat of recolonisation by US and global capital. Here the challenge is to incorporate the changing forms of working-class movement, and their new prefigurations of post-capitalist society, into the theory and practice of Marxian communism. (shrink)

The general mitigating and aggravating circumstances of criminal liability are elements attached to the crime that, when they occur, affect the punishment quantum. Cuban criminal legislation provides a catalog of such circumstances and some general conditions for their application. Such norms give judges broad discretion in assessing circumstances and adjusting punishment based on the intensity of those circumstances. In the interest of broad judicial discretion, the law does not establish specific ways for measuring circumstances’ intensity. This gives judges more (...) freedom and autonomy, but it also imposes on them more social responsibility and challenges them to manage the uncertainty and subjectivity inherent in this complex activity. This paper proposes a model to aid the linguistic assessment of circumstances’ intensity and to provide linguistic and numerical recommendations to determine an appropriate punishment interval. M-LAMAC determines the collective evaluation of circumstances of the same type, determines the prevalence of a type of circumstance by means of a compensation function, recommends the required modification in the input interval, and finally recommends a numerical interval adjusted to the judges’ initially expressed preferences. The model’s applicability is demonstrated by means of several experiments on a fictitious case of bank document forgery. (shrink)

Clarifying the mission of the American high school / Ernest L. Boyer--Educational goals and curricular decisions in the new Carnegie Report / John Martin Rich--Essential schools : a first look / Theodore R. Sizer--Teaching and learning : the dilemma of the American high school / Chester E. Finn, Jr.--The paideia proposal : rediscovering the essence of education / Mortimer Adler--The paideia proposal : noble amibitions, false leads, and symbolic politics / Willis D. Hawley--Cultural literacy : let's get specific / E.D. (...) Hirsch, Jr.--Cultural literacy : what every educator needs to know / Thomas H. Estes, Carol J. Gutman, and Elise K. Harrison--A blueprint for public education / John E. Chubb--Should market forces control educational decision making / Jack Tweedie--Teachers as transformative intellectuals / Henry A. Giroux--Dilemma language / Colin Lacey--Rich schools, poor schools : the persistence of unequal education / Arthur E. Wise and Tamar Gendler--Partial privatization of publice school finance / Thomas G. Fox and John Riew--Quality and equality in American education : public and Catholic schools / James S. Coleman--Oranges plus apples, Dr. Coleman, give you oranges plus apples / James Rogers--Synthesis of research on school-based management / Jane L. David--Unfulfilled promises / Betty Malen, Rodney T. Ogawa, and Jennifer Kranz--Effective high schools--What are the common characteristics? / Joseph Murphy and Philip Hallinger--Effective schools : a friendly but cautionary note / Larry Cuban--In education, magnets attract controversy / Mary Haywood Metz--Schools of choice : a path to educational quality or 'Tiers of inequity'? / Kathleen Sylvester--Interesting times / Alan H. Jones--Making a difference in educational quality through teacher education / Carolyn M. Evertson, Willis D. Hawley, and Marilyn Zlotnik--Developing a career ladder : getting down to the basics / Thomas Deering--The career ladder and lattice : a new look at the teaching career / Timothy J.L. Chandler, Stacey L. Lane, Janice M. Bibik, and Bernard Oliver--Equity, quality, and effectiveness in bilingual education / George M. Blanco--Bilingual--No! / Muriel Paskin Carrison--Multiethnic education and the quest for equality / James A. Banks--The limits of pluralism / M. Donald Thomas--The case for keeping mentally retarded children in your regular classrooms / Martin Tonn--Mainstreaming : a formative consideration / Harry N. Chandler--Reflections on three decades of eduction of the gifted / A. Harry Passow--Equity vs. excellence : an eductional drama / James J. Gallagher. (shrink)

In The Gut, published in the series Cambridge Elements in Magic, Elizabeth Pérez offers an in-depth exploration of the belly's significance in Afro-Diasporic religions, particularly Cuban Lucumí, Brazilian Candomblé, and Haitian Vodou. The book delves into the cognitive role of the gut in recognizing Black Atlantic knowledge and is organized into eight sections, covering gut feelings, beings within the belly, African precedents, and the offering of guts to deities. Through participant observation and archival research, Pérez connects literal gutting in (...) kitchen spaces to the figurative spilling of guts, challenging the dominance of the head in religious contexts. The Gut also explores the rich pharmacopoeia of Afro-Diasporic healers, addressing ethnosymptomatology and the intricate relationship between somatic signatures, religious cognition, and connections with deities. By highlighting non-Euro-American models along the gut-brain axis, Pérez's work serves as a refreshing counterpoint to the narrowness often found in traditional philosophy of religion. (shrink)

Existential space is lived space, space permeated by our raced, gendered selves. It is representative of our very existence. The purpose of this essay is to explore the intersection between this lived space and art by analyzing the work of the Cuban‐born artist Ana Mendieta and showing how her Siluetas Series discloses a space of exile. The first section discusses existential spatiality as explained by the phenomenologists Heidegger and Watsuji and as represented in Mendieta's Siluetas. The second section analyzes (...) the space of exile as a space of in‐between‐ness and borders. Lastly, the third section discusses temporality as it relates to the space of exile. Through the analysis of Mendieta's Siluetas, and in light of phenomenological accounts of space and the works of Anzaldúa and Mignolo, Ana Mendieta herself is disclosed as well as the space characteristic of those who can no longer be said to have a “home.” My exploration through my art of the relationship between myself and nature has been a clear result of my having been torn from my homeland during my adolescence. The making of my Silueta in nature keeps (makes) the transition between my homeland and my new home. It is a way of reclaiming my roots and becoming one with nature. Although the culture in which I live is part of me, my roots and cultural identity are a result of my Cuban heritage.1 As quoted in Gloria Moure, Ana Mendieta (Barcelona: Ediciones Polígrafa, S.A., 1996), 108. Ana MendietaLiving in a state of psychic unrest, in a Borderland, is what makes poets write and artists create.2 Gloria Anzaldúa, Borderlands La Frontera, The New Mestiza (San Francisco: Aunt Lute Books, 1987), 73. Gloria Anzaldúa. (shrink)

Although Peirce, as far as we know, did not visit Cuba (or any other Latin American country), it is argued that his favorable impression and interesting remarks about the Cuban character are likely the result of the time he spent in Key West, Florida, while conducting gravity experiments for the Coast Survey. This paper tries to provide a snapshot of this little-known period in Peirce’s life, the time of Cuba’s struggle for independence from Spain, and ends with brief comments (...) on pragmatism and Cuba, past and present. (shrink)