In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:An American Scholar Recalls Karl Barth’s Golden Years as a Teacher (1958–1964) by Raymond Kemp Anderson, and: The Westminster Handbook to Karl Barth ed. by Richard E. BurnettMatthew R. JantzenAn American Scholar Recalls Karl Barth’s Golden Years as a Teacher (1958–1964) Raymond Kemp Anderson lewiston, ny: edwin mellen press, 2013. 438 pp. $159.95The Westminster Handbook to Karl Barth Edited by Richard E. Burnett louisville, ky: westminster (...) john knox press, 2013. 242 pp. $35.00On April 2, 1966, Karl Barth received a letter from Peter Vogelsanger, informing him that Emil Brunner—the recipient of Barth’s thunderous “Nein!” on the subject of natural theology in 1934—was on his deathbed. Two days later, Barth responded and asked Vogelsanger to tell Brunner that “the time when I thought I should say No to him is long since past, and we all live only by the fact that a great and merciful God speaks his gracious Yes to all of us.” The irenic, compassionate, and affirming tone of this letter is typical of the “mature” Barth, whom Raymond Anderson studied under from 1958 to 1964 as a ThD student at the University of Basel. This period of doctoral study is the subject of Anderson’s interesting and eminently readable new book. Anderson enjoyably weaves together several different genres in his reflections on his experience with Barth, smoothly transitioning back and forth between personal memoir, constructive theological argument, and thoughtful interpretation of Barth’s life and writings.Structurally, the book offers a series of recollections and reflections gathered loosely around common themes rather than a tightly knit argument pursued rigorously from beginning to end. In other words, the work is a series of sketches from the artist’s notebook, as opposed to one intricate and detailed portrait focusing on a single subject. [End Page 207]In the first five chapters of the book, Anderson sketches a picture of the elderly Karl Barth who served as his “doktorvater,” drawing material from his student notes and personal memories of the years he spent with Barth in Basel. While Anderson finds continuity between the earlier and later writings of Barth, he suggests that the older Barth began to increasingly unfold the “fuller, grace-centered and human-shaped positive implications” of the earlier writings (viii). In Anderson’s experience, Barth’s early appeal to “Let God be God!” had in those later years “mellowed to an even deeper appeal to let God be himself, human as well, in the most unexpected ways” (11). This mellowing extended beyond Barth’s writing to his personality and demeanor as a teacher and theologian. The Barth whom Anderson knew was humble, understated, and compassionate, a sympathetic listener and a generous interpreter—in short, an “un-dogmatic” dogmatician (139).In the sixth chapter, Anderson shifts gears and reproduces extensive transcriptions of his own notes from several of Barth’s biweekly English-language colloquia on the topics of natural theology, the Old Testament promise, Paul Tillich, and existentialism. Anderson suggests that these notes are particularly valuable because in them one witnesses Barth explaining the bare essentials of his thinking in clear and simple English terms. This is true for large portions of the transcriptions. However, it must be said that there are also portions of these transcriptions that suffer from the lack of clarity that one might expect to find in student notes of discussions conducted in a language with which Barth was not completely comfortable. Nevertheless, these transcriptions provide previously unpublished primary source material from Barth that is worth examining.From chapter 7 until the end of the book, Anderson takes up the task of “sketching key insights and special teachings from the mature Barth that in the years since Barth’s death have shown themselves to carry special significance for our American college classroom, church school, and pulpit” (205). These include, but are not limited to, Barth’s attitude toward America, his emphasis on the priority of grace, his theology of nature (not his natural theology), and his positions on theories of religion, satisfaction theories of the atonement, election, universalism, and even the possibility of extraterrestrial life. This section also includes... (shrink)

This book brings together the stories of biographers, novelists, scholars, and artists as they have written about the journeys (some literal, some figurative) they have made to their subjects. Contributors include Elizabeth Wood, J.J. Wilson, Leah Glasser, Jane Lazarre, and Alice Walker.

Dewey declares that the teacher’s calling is to be ‘the prophet of the true God and the usherer in of the true kingdom of God’. This apparently religious declaration seems inconsistent with Dewey’s philosophical position. An examination of Dewey’s writings on religious issues reveals that his religious faith is a secular belief in democratic ideals, and that his teacher’s alleged religious mission is in fact a worldly one. This article claims that Dewey’s religious conception is a pragmatic conception designed to (...) answer the social needs of American society in the 1930s, and that it presents no adequate solution to the problems of our contemporary world. (shrink)

Avi Mintz (2008) has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator’s desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity (used as synonyms here). Compassion leads many teachers to unreflectively alleviate student struggles. (...) While there are certainly times when compassion is necessary to help students learn, there are other times when it must be overcome. Compassion in the classroom is a two-edged sword that must be carefully employed; and yet it is often assumed that it is an unequivocal good that ought to trump all other impulses. In this article I hope to raise awareness concerning the promises and pitfalls of compassion in education by examining the theories of two historical figures who famously emphasised compassion in their philosophical writings: Jean-Jacques Rousseau and Friedrich Nietzsche. Rousseau and Nietzsche argue that compassion is a powerful educational force but that it must be properly employed. For Rousseau and Nietzsche, compassion is necessary to develop self-mastery in human beings—the ultimate goal of education—but it is a compassion that must hurt in order to help. My hope is that Rousseau’s and Nietzsche’s ideas on compassion will encourage thoughtful reflection on the uses and abuses of compassion in education. (shrink)

Avi Mintz (2008) has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator’s desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity (used as synonyms here). Compassion leads many teachers to unreflectively alleviate student struggles. (...) While there are certainly times when compassion is necessary to help students learn, there are other times when it must be overcome. Compassion in the classroom is a two-edged sword that must be carefully employed; and yet it is often assumed that it is an unequivocal good that ought to trump all other impulses. In this article I hope to raise awareness concerning the promises and pitfalls of compassion in education by examining the theories of two historical figures who famously emphasised compassion in their philosophical writings: Jean-Jacques Rousseau and Friedrich Nietzsche. Rousseau and Nietzsche argue that compassion is a powerful educational force but that it must be properly employed. For Rousseau and Nietzsche, compassion is necessary to develop self-mastery in human beings—the ultimate goal of education—but it is a compassion that must hurt in order to help. My hope is that Rousseau’s and Nietzsche’s ideas on compassion will encourage thoughtful reflection on the uses and abuses of compassion in education. (shrink)

Dewey declares that the teacher’s calling is to be ‘the prophet of the true God and the usherer in of the true kingdom of God’. This apparently religious declaration seems inconsistent with Dewey’s philosophical position. An examination of Dewey’s writings on religious issues reveals that his religious faith is a secular belief in democratic ideals, and that his teacher’s alleged religious mission is in fact a worldly one. This article claims that Dewey’s religious conception is a pragmatic conception designed to (...) answer the social needs of American society in the 1930s, and that it presents no adequate solution to the problems of our contemporary world. (shrink)

North American music education is a commodity sold to pre-service and in-service music teachers. Like all mass-produced consumables, it is valuable to the extent that it is not creative, that is, to the extent that it is reproducible. This is demonstrated in curricular materials, notably general music series textbook and music scores available from a rapidly shrinking cadre of publishers, as well as rigid and pre-determined pedagogical practices. Distributing resources and techniques that produce predicable, consistent, and repeatable goods and (...) services, the economy of music teacher preparation and development must necessarily exclude creativity, which consequently must be viewed as not only inefficient but unprofitable. More than undesirable, however, creativity is constructed as dangerous as it injects difference in a system that relies on sameness. Because of its implications for music education discourse and practices, I focus my discussion on research in general and feminist critique in particular in music education. Reading through Monique Wittig's ‘The Trojan Horse’ as literary war machine, I argue that creative writing and academic research are not mutually exclusive, and that it is only through infusing the literary or creative in scholarly writing that interlocking systems of oppression may be altered and difference implicated in music education. My analysis of Roberta Lamb's (1995) research piece, ‘Tone Deaf/Symphonies Singing: Sketches for a Musicale’ depicts it as Trojan Horse, albeit one that Lamb herself, most likely as a function of editorial imperative, hobbles. (shrink)

This essay fills in some historical, conceptual, and pedagogical gaps that appear in the most visible and recent professional efforts to “revive” Philosophy as a Way of Life (PWOL). I present “American Philosophy and Self-Culture” as an advanced undergraduate seminar that broadens who counts in and what counts as philosophy by immersing us in the lives, writings, and practices of seven representative U.S.-American philosophers of self-culture, community-building, and world-changing: Benjamin Franklin (1706–1790), Frederick Douglass (1818–1895), William Ellery Channing (1780–1842), (...) Henry David Thoreau (1817–1862), Margaret Fuller (1810-1850), Henry Bugbee (1915–1999), and Gloria Anzaldúa (1942–2004). Students enter the class with preconceptions about who philosophers are, what they do, how they write, and the languages in which they write. Students walk out with new senses of self, place, and language that emerge through new ways of seeing, doing, and writing philosophy. (shrink)

In this excellent survey of Native American worldviews, philosopher of religion Jerry H. Gill emphasizes the value of tracing the overarching themes and broad contours of Native American belief systems. He presents an integrated view to serve as an introduction to ways of life and perspectives on the world far different from those of the dominant Euro-American culture. Drawing on the scholarship of anthropologists and specialists in American Indian Studies, Gill brings together much original research in (...) broad, accessible chapters. He explores Native American origin stories, the special connotations given to spatial concepts such as the cardinal directions and the circle, the influence of the seasons and the cycles of life on different cultures, and clan and kinship systems. Separate chapters are devoted to key ceremonies and customs as well as to concepts of health, harmony, virtues, wisdom, and beauty. The final chapter considers the devastating effects on native peoples of the European incursion into North America. Gill discusses the reservation system, attempts at assimilation and resistance, the recent renaissance of American Indian cultures, and prospects for the future. A valuable appendix presents a representative sampling of Native American writings on beliefs and origin stories. This excellent introduction to the many diverse yet related American Indian worldviews will be a welcome resource for teachers of introductory courses in Native American Studies or philosophy of religion, as well as laypersons with an interest in native cultures. (shrink)

Child-centered education has become pervasive due to its emphasis on freedom, which is highly valued in modern society. This progressive approach has brought an inquiry into the teacher’s authority which is viewed as traditional and irrelevant for students today. This essay aims to step back and to explore the concept of the teacher’s ‘authority’ more deeply through Hannah Arendt’s writing entitled “The Crisis in Education”. It begins by analyzing what Arendt means by the ‘crisis’ in education, particularly in the (...) class='Hi'>American context. Then, by departing from the progressive interpretation, I re-examine the concept of ‘authority’ and its relation to ‘freedom’, based on ancient Greek and Roman understandings. Drawing on these analyses, Arendt asserts that teachers play a significant role because they prepare students to love and care for the world (amor mundi). Nevertheless, I argue that a teacher’s authority must also include attention to the private realm that continues impacting students’ learning at schools. Only in this way are students genuinely prepared for their responsibility as political agents in our society. Abstrak Pendidikan yang berpusat pada anak menjadi kian populer karena sangat menekankan kebebasan, sesuatu yang sedemikian dijunjung tinggi oleh masyarakat modern. Pendekatan progresif ini membuat otoritas guru lantas dipertanyakan, karena dianggap terlalu tradisional dan tidak relevan lagi. Artikel ini ingin menelusuri konsep ‘otoritas’ guru secara lebih mendalam melalui tulisan filsuf Hannah Arendt yang berjudul “The Crisis in Education”. Pertama, akan diselidiki makna ‘krisis’ dalam konteks Pendidikan di USA. Kedua, sedikit menyimpang dari tafsiran progresif dan dengan menimba inspirasi dari pemahaman Yunani dan Romawi kuno, artikel ini hendak menilai kembali makna ‘otoritas’ dan relasinya dengan ‘kebebasan’. Ketiga, berdasarkan analisis makna ‘otoritas’ tersebut, Arendt menegaskan bahwa guru memainkan peran krusial karena merekalah yang menyiapkan siswa untuk mencintai dan peduli kepada dunia sekitarnya (amor mundi). Penulis berpendapat lebih lanjut bahwa otoritas guru harus memperhatikan dimensi privat yang sangat memengaruhi proses pembelajaran siswa di sekolah. Hanya dengan demikian siswa dapat sungguh siap untuk kemudian memikul tanggung jawab sebagai aktor-aktor politis dalam masyarakat. Kata-kata kunci: otoritas, kebebasan, pendidikan-berpusat-pada-anak, dimensi privat, dimensi politis, amor mundi. (shrink)

Although not exactly continuous, the Native American challenge to the canon, as I have tried to show, has been of comparatively long standing. Nonetheless, inasmuch as Native American literary production and Euramerican writing influenced by it have only barely begun to enter the courses in and the anthologies of general American literature, that challenge cannot be said to have been effective as yet. No doubt it will take more time for poets and teachers to recognize what Native (...) American literatures aboriginally were and, to some extent, still are; to recognize when and if the influence of these literatures is present in work by Native and non-Native writers. It is only since the 1950s and 1960s that philological and structural work has begun to make this recognition possible in any case.It is only more recently still that an adequately sophisticated criticism for these literatures has begun to develop, with the publication of Abraham Chapman’s basic and eclectic collection of essays, Literature of the American Indians: Views and Interpretations ; Karl Kroeber’s uneven but valuable introduction to the subject, Traditional Literatures of the American Indian: Texts and Interpretations ; and Hymes’ “In Vain I Tried to Tell You”: Essays in Native American Ethnopoetics , a collection of Hymes’ seminal and indispensable work. The broadest and most sophisticated collection of essays—gathering work by Hymes, Tedlock, Toelken, Kroeber, and others—has only just appeared: Smooting the Ground: Essays on Native American Oral Literature is edited by Brian Swann, a poet and translator of Mative American song.61 These developments are encouraging for Native American literatures. As American society continues to move away from anthropocentrism and textual authority, the Native tradition may for the first time effectively assert its claim upon the canon of American literature. 61. For his translations, see, for example, Swann’s Song of the Sky: Versions of Native American Songs and Poems . Swann works from texts, not performances, from English language versions, not transcriptions of Native languages; as a result, he has made a point of insisting, “These poems of mine are not translations” but instead “versions” of Native American poetry. Although he has given up specific claims to authenticity, Swann has nonetheless shown how much can be done by the non-Native poet and scholar responding to the Native tradition as a powerful source. Arnold Krupat is a member of the literature faculty at Sarah Lawrence College. He is the coeditor of the University of Nebraska Press’ Native American Autobiography Series and is currently completing an anthology of Native American autobiographies, Indian Lives. His previous contribution to Critical Inquiry, “An Approach to Native American Texts,” appeared in the December 1982 issue. (shrink)

Considered the first significant teacher of rhetoric in America, John Witherspoon also introduced Scottish moral philosophy in America, and as president of Princeton reformed the curriculum to give emphasis to both studies. He was an active pamphleteer on religious and political issues and a signer of the Declaration of Independence. Thomas P Miller argues that Witherspoon’s career exemplifies the Ciceronian ideal, and the eight selections Miller presents from the 1802 American edition of the _Works _corroborate that claim.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Hooked! Buddhist Writings on Greed, Desire, and the Urge to Consume, and: Subverting Greed: Religious Perspectives on the Global EconomyBrian KarafinHooked! Buddhist Writings on Greed, Desire, and the Urge to Consume. Edited by Stephanie Kaza. Boston: Shambhala, 2005. 271 pp.Subverting Greed: Religious Perspectives on the Global Economy. Edited by Paul F. Knitter and Chandra Muzaffar. Maryknoll, NY: Orbis Books, 2002. 193 pp.The Buddha's second noble truth diagnoses the (...) cause of suffering as desire, understood as a mental state of greed or clinging attachment that in turn leads to grasping. The mind that wants to find lasting satisfaction by grasping at objects of desire, the Buddha said, is doomed to dissatisfaction because the very nature of conditioned existence frustrates permanent pleasure. The monkey-mind keeps clinging desperately to the banana in the cage even as that clinging itself traps the hand that grasps. To let go, to escape suffering through an insight into the structural nature of the cage, the fruit, and the grasping hand, seems beyond the monkey's abilities until, chastened by the seemingly endless lack of satisfaction and wishing to emerge into a state of freedom, the monkey enters the path and trains his mind to recognize the true causes of his frustration.The teachings of the Buddha have been understood, for the past 2,500 years, as a therapy of desire. The analysis of suffering and its causes in the confused and clinging minds of ordinary sentient beings, and the prescription of a path of training to uproot those causes and thereby free the mind from suffering, have been presented as a perennial psychospiritual system of training responding to [End Page 179] the afflicted condition of every sentient being's mind regardless of culture, language, or economic system. But what happens, asks Santikaro, the American meditation teacher and disciple of Achaan Buddhadasa, in his essay in Hooked!, when this psychological inquiry is taking place in a social context marked by the deliberate and systematic exacerbation of desire, as in the contemporary period of consumerist capitalism? This question might be taken as a kind of koan to be read between the lines in all of the essays in this compelling, darkly humorous, and inspiring book: is liberation possible under capitalism? Even the Buddha's teachings can be commodified, Thubten Chodron points out in her essay, with examples ranging from the advertising hype on posters for the highest yoga tantra initiations by visiting Tibetan lamas to the high prices charged at many retreat centers and the commercial mindsets of Buddhist students wanting the biggest bang for their buck when they come to teachings or retreats. Even socially engaged Buddhist activists surf the web looking for bargains between news flashes on the latest imperial wars, as Diana Winston ruefully and comically recounts in her piece, "You Are What You Download." It seems that we are in danger of becoming a population of "hungry ghosts," the mythical beings of Buddhist cosmology whose tiny mouths cannot possibly consume enough food and drink to slake the voracious hungers and thirsts of their enormous bellies.The essays in Hooked! range widely across themes and vary greatly in styles. The text moves from the personal memoir of Winston to the meditation teachings of Pema Chodron, the philosophical inquiries into time of David Loy, descriptions of social change movements in Thailand by Pracha Hutanuwatr and Jane Rasbash, green power in contemporary Japan, essays on generosity in Zen monastic training and gift-based economies, young Buddhists' shopping habits, and much more. But all of the authors seem to agree with the recognition that, under capitalism, the problem of desire, greed, and attachment is exponentially more acute than in traditional societies, dwelling as we do in an environment that is antithetical to the very idea of a therapy for desire's overcoming. The essayists also seem to agree that hope is not vain, that it is in fact still possible to follow the path of the Buddha under capitalism, but that to be effective the practice of the path needs to take seriously and fully acknowledge the effects, intra-psychically as well as socially, of the capitalist economic system. We are... (shrink)

At a time when Americans are increasingly concerned with finding jobs and economic stability, supporting families, and surviving in the global economy, many consider the arts to be a luxury, a frivolous distraction which entices students away from real learning. In Strong Arts, Strong Schools, Charles Fowler argues that, far from a luxury, the arts are a vitally important part of our society and our schools. Speaking directly to educators, policy makers, and parents alike, Fowler presents a compelling defense of (...) the arts and their importance in our lives. The arts illuminate "life in all its mystery, misery, delight, pity and wonder." Without them, students are deprived of learning what it means to be truly human. The arts teach students how rather than what to think. Highlighting the crucial effect of the arts on learning, he contends that the arts teach skills that other basic subjects cannot--critical thinking and problem solving, judgment and independence, attention to detail and craftsmanship, and an openness to other cultures and ways of thinking. Arguing on behalf of the arts, Fowler shows how the arts can enliven and extend the entire school curriculum by integrating different subjects in innovative interdisciplinary ways, sparking the interest of at-risk or special needs students. "The best schools have the best arts programs," writes Fowler. "Excellence in education and excellence in the arts go hand in hand." In eighteen compelling essays, Fowler demonstrates the importance of the arts in our culture and the necessity of rescuing the arts for our future. Beginning with an overview of the context in which the arts operate, he offers an honest and sometimes distressing overview of the state of education and arts education today. He then examines the arts and economics, presenting a carefully researched exposition of the significance of the arts and their relationship to science and industry. Showing how the arts provide a more comprehensive education, he shows why the arts engage students and make learning relevant and fun. Tackling the controversial question of curriculum, Fowler addresses such questions as who should study the arts, which arts, and whose culture should be taught. Citing a shameful neglect of creativity in our culture, he highlights the negligence of the schools in teaching students to be creative and inventive thinkers, and he shows the capacity of the arts to communicate these essential skills. Fowler concludes the book with suggestions for reform and with practical strategies for winning the support of school boards and school administrators. Finally asking "how do we get there," he offers specific recommendations for changing our schools, providing equal opportunity for all, and--perhaps most critically in today's economic climate--paying the bill. In this elegantly written, passionately argued book, Fowler presents a convincing case for teaching the arts to all children. "A downtrodden army of cultureless children," Fowler warns, "is marching toward a barren and depleted adulthood and taking the future of our civilization with them." Strong Arts, Strong Schools is a clarion call to action for any teacher, parent, policy maker, or citizen concerned about the fate of the arts in American society and about the state of our schools. (shrink)

This response to Richard Shusterman's Philosophy and the Art of Writing focuses on his concern that philosophy is, first and foremost, a way of life, illustrated in the West by the Socratic ideal of the philosopher and in the East by the example of the scholar-artist-gentleman. This paper examines the process of Buddhist meditation and the process of creating novels, supplementing the authors Shusterman carefully examines with examples from Black American literature, the author's own teacher John Gardner, and artistic (...) colleagues the author has known. The basic thrust of the response is that the skillful means used in writing can indeed be a form of self-creation, but it can also be a means of liberation from the self. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:378 HISTORY OF PHILOSOPHY these churches to deal reasonably with frontier conditions and popular prejudices is common knowledge, but it is often forgotten that their founder and guide during the critical days of growth was also an exponent of the late Scottish Enlightenment. To make this careful analysis of Campbell's philosophy, as an extraordinary specimen of empirical method, is a welcome achievement by an experienced empiricist. The volume also (...) contains a Foreword by President Perry E. Gresham of Bethany College, and a comprehensive bibliography of Campbell's writings compiled by Claude E. Spencer. HERBERT W. SCHNEIDER Claremont, Cali]ornia Hegel's First American Followers, The Ohio Hegelians: J. B. Stallo, Peter Kau]mann, Moncure Conway, August WiUich. By Loyd D. Easton. (Athens, Ohio: Ohio University Press, 1966. Pp. lx + 353. $7.00.) This expansion of the theme outlined in Professor Easton's article of 1962 gives us fulllength accounts of the careers and ideas of four picturesque characters of the Ohio River Valley during the 19th century. The four had little in common except Hegel, and even him they did not really share, for they interpreted him differently and used him for different interests. The author is somewhat generous in calling them "Hegelians" and "followers" of Hegel, for like practically all those Americans who have been influenced by Hegel, they followed him at a safe distance and not very long. But this diversity makes Easton's account all the more fascinating. He portrays not only four characters but also the culture of Cincinati and its environment. J. B. Stallo is better known among American historians and philosophers than the other three, and deservedly so, for he was more philosophical. But he gains in stature here, noteworthy not only for his philosophy of nature but also as a prominent citizen, judge of a Superior Court, and political leader of a large German community. Stallo had two very different careers: the early Catholic student and teacher of Oken's philosophy of nature, mixed liberally with Schelling's similar system and with Hegel's Encyclopedia and his Phenomenology. Emerson was probably right in getting out of Stallo's General Principles an idea of "nature's rhythmic unfolding" rather than an idea of historical dialectic. Then came the later Stallo (after 1855), a convert from Catholicism and transcendentalism to empiricism, and a devoted follower of Ernst Mach. It is this later Stallo, author in 1881 of The Concepts and Theories oJ Modern Physics, who is better known, and who used the term "relativity" to indicate that physics deals not with things-in-themselves but with the data given to observers. Peter Kaufmann is an excellent representative of those pietists who, when they came to the open spaces and free manners of America, made serious attempts to give their religious "perfectionism" a practical social embodiment in utopian, communal economies. He became a teacher in the Rappite "Community of Equality and Social Harmony" and after a few years founded his own "Society of Germans at Teutonia." The members of this society agreed to devote their communal surplus to the education of orphans, the conversion of Indians, the spreading of the Gospel to "the four corners of the earth", and publishing a weekly Herald o] Better Times. After four years of this Society he moved northward to Canton, Ohio, where he settled down comfortably as a publisher and promoter of public education. His major publication, The Temple oJ Truth, incorporated some ideas on dialectic taken from Hegel. He continued his contacts with many utopian communities and urged his fellow citizens to help in making the United States of America "a saviour nation of the rest of mankind." Moncure Conway, a native of Virginia and graduate of Dickinson College, became an itinerant Methodist minister. But in 1853 the Harvard Divinity School made a Unitarian of him and an enthusiast for the higher criticism of Strauss and the transcendentalism of Hegel. In 1858 his wife introduced him to her home town, Cincinnati, and there he became BOOK REVIEWS 379 the minister of a very influential and liberal congregation. In 1860 he began publication in Cincinnati of The Dial, successor to the New England transcendentalist journal, and used its... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:502 Feminist Studies 46, no. 2. © 2020 by Feminist Studies, Inc. Jaime Madden Teaching Online: Issues of Equity and Access in Writing-centric Formats The COVID-19 pandemic has turned us all into online teachers. In the context of this crisis, we have quickly learned new technologies and the affordances of asynchronous and synchronous delivery. We have grappled with the challenges of building community and supporting active engagement, and we (...) have turned to adapting our assessment methods for the remote environment. We have done this work at traditional colleges and universities, where online teaching was formerly the purview of graduate students and adjunct instructors. Online learning can no longer be associated with those who struggle to access traditional classrooms, such as disabled students and those who attend for-profit colleges. Instead, access to online learning can now be associated with access to wealth and to health—specifically as relates to avoiding contact with the virus. In K-12 education, we have seen districts that largely enroll white students make the decision to continue online or go hybrid for the fall 2020 semester, whereas those that largely enroll students of color are returning to the classroom.1 Inequalities pervade the teaching landscape as well. Teaching is not a job usually marked as high risk, but within this environment, some 1. The work of activist and artist @bmore_radical shows how these decisions are being made in Baltimore, Maryland. See https://www.instagram.com /bmore_radical/?hl=en. Jaime Madden 503 bodies suffer at higher rates. In a recent article published in this journal, coauthors writing as the Brocher Foundation Feminist Collective describe their experience and knowledge “of the ways that academia produces sickness.”2 The authors are white and cisgender women at Anglo-American and European universities, and even though they acknowledge that they did not experience high levels of racism, classism, linguistic marginalization, and/or illness, they still found themselves—at different stages of their careers—“worn thin” in a system where “bodies are disposable.”3 Commenting on this problem in another context, disability studies scholar Alison Kafer notes that disability is “more fundamental, more inevitable, for some than others.”4 The pandemic has made this much clear: able-bodied people are “temporarily able-bodied,” and those who experience racism and classism are among the most frequently and intensely sickened. In attending to how teachers and students transition online en masse, we need to consider how we are differently positioned within institutions governed by the logics of racialized capitalism. It is important to recognize not only which students can access these online spaces but also which skills such spaces tend to reward. It is also important to ask which teachers are disproportionately impacted by the transition online. In this piece, I describe the challenges of assessment and then wrestle with broader questions of access as a scholar invested in feminist studies and disability studies. The tension in online education between its promise of access and its methods of assessment is, I argue, worthy of urgent attention. The Challenges of Assessment I have taught online courses at four institutions: two private colleges and two public universities. Good teaching and learning can undoubtedly happen across a range of spaces. In online environments, I have found that my best teaching happens in the feedback I give students. 2. Laura Bisaillon, Alana Cattapan, Annelieke Driessen, Esther van Duin, Shannon Spruit, Lorena Anton, and Nancy S. Jecker, “Doing Academia Differently: ‘I Needed Self-Help Less Than I Needed a Fair Society,” Feminist Studies 46, no. 1 (2020): 132. 3. Bisaillon, et al., “Doing Academia Differently,” 136, 140. 4. Alison Kafer, Feminist, Queer, Crip (Bloomington: Indiana University Press, 2013), 26. 504 Jaime Madden This is understandable since assessment practices are important teaching opportunities in all contexts. In online environments, and particularly in asynchronous teaching, I have found that it is while carrying out assessments of student work that my most intense teaching occurs. It is through grading and offering comments on papers and assignments that I am most directly in communication with students as their teacher. When I mark student work, I ask questions of students, I prompt them to consider how our course materials may be placed... (shrink)

Fifteen years into a successful career as a college professor, Ilana Blumberg encounters a crisis in the classroom that sends her back to the most basic questions about education and prompts a life-changing journey that ultimately takes her from East Lansing to Tel Aviv. As she explores how civic and religious commitments shape the culture of her humanities classrooms, Blumberg argues that there is no education without ethics. When we know what sort of society we seek to build, our teaching (...) practices follow. In vivid classroom scenes from kindergarten through middle school to the university level, Blumberg conveys the drama of intellectual discovery as she offers novice and experienced teachers a pedagogy of writing, speaking, reading, and thinking that she links clearly to the moral and personal development of her students. Writing as an observant Jew and as an American, Blumberg does not shy away from the difficult challenge of balancing identities in the twenty-first century: how to remain true to a community of origin while being a national and global citizen. As she negotiates questions of faith and citizenship in the wide range of classrooms she traverses, Blumberg reminds us that teaching - and learning - are nothing short of a moral art, and that the future of our society depends on it. (shrink)

One of three tribute volumes marking the 75th birthday of an outstanding teacher, historian, and philosopher. Twenty former students present their teacher with a collection of essays which reflect both his own broad interests and the influence of his voluminous writing. There are essays interpreting various philosophical and historical problems of the Middle Ages, an important interpretation of Heraclitus, investigations of Heidegger and certain American Empiricists. The bulk of the book, however, deals with the area in which Gilson is (...) an acknowledged master: the systematic study of Thomas Aquinas and his relevance for contemporary philosophy.--D. D. O. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Elephants Teach: Creative Writing Since 1880Robert GrudinThe Elephants Teach: Creative Writing Since 1880, by D. G. Myers; 224 pp. Englewood Cliffs, New Jersey: Prentice Hall, 1996, $30.40 paper.D. G. Myers opens his history of creating writing instruction in America with an anecdote: When Vladimir Nabokov was proposed for a chair in literature at Harvard, Roman Jakobson objected. “What’s next?” he said. “Shall we appoint [End Page 529] (...) elephants to teach zoology?” This question not only provides Myers’s book with its title but also suggests a major issue of literary pedagogy: is the teaching of literature the province of philologists and theorists who interpret books, or is it the province of authors who write them? Jakobson the philologist implies that writers, who just produce the stuff, lack knowledge of interpretive method and thus have little business in the classroom. Others—writers and teachers alike—have thought differently and have over the past century fostered the growth of creative writing at American colleges and high schools.The Elephants Teach is a comprehensive and coherent effort to deal with a ponderous mass of history and discourse: the development of writing curricula since 1880 and the ongoing professional dialogue about the proper relationship between writing and teaching. The first four of his seven chapters deal with roots and preliminaries: the rise of literature instruction as philology after the Civil War, the inception of English composition at Harvard (championed by Adams Sherman Hill, Barrett Wendell, Dean Le Baron Briggs, and Charles Townsend Copeland), and the professional, cultural, and financial forces drawing writers to campuses in the early twentieth century. These chapters establish three major forces leading to the rise of the creative writing curriculum: the consensus that writing experience is of value to the individual and society, the reiterated conviction that literary instruction should consider the perspective of the writer, and the broad recognition by “serious” writers, who had little or no access to the mass market, that they could agreeably support themselves in the classroom. These forces would lead to what Myers correctly sees as a massive compromise: a complex of writing programs simultaneously satisfying students’ needs and allowing thousands of writers to pursue, if only by fits and starts, their professional calling.Myers then serves up the main course: a three-chapter narrative, stretching from the 1920s down to the present, of the history of creative writing as a so-named and self-conscious institution in American education. The opening of this section is not only informative but characteristic of the overall lucidity of Myers’s style: “Creative writing was first taught under its own name in the 1920s. It began in junior high school where it was originally conducted as an experiment to replace traditional English—grammar, spelling, penmanship, even literature classes—with something more appealing to young people. As such it was part of a broader movement to reform American education in the first half of the twentieth century. The cry was that subjects should not be taught, students should; the reform movement called itself progressive education. Creative writing was invented to transport progressive methods and materials into a junior-high-school English classroom. The man who invented it was a progressive educator—once well known, now largely forgotten—named Hughes Mearns” (p. 101). William Hughes Mearns (1875–1965) was himself a disciple of John Dewey, whose ideas formed the basis for progressive education in general. Adapting the Deweyan concept of learning as a spur to personal [End Page 530] development, Mearns saw writing “as the efficient cause of an education in which the final cause was personal growth” (pp. 104–11).After Mearns, Myers considers a somewhat more familiar chapter in history: the appearance of creative writing as a self-contained discipline on the college campus. Credit for the original initiative goes to Norman Foerster (1887–1972), who in 1930 took over the newly-founded School of Letters at the University of Iowa. A follower of Irving Babbitt and the “new humanism,” Foerster set out (in his own words) “to give all types of literary students a rigorous and appropriate discipline” (p. 126). Foerster’s “discipline” was a varied curriculum including... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 489 right; and it will be of interest to students of modern aesthetics. But compared with Rudolf Makkreel's ground-breaking study, Dilthey, Philosopher of the Human Studies (Princeton, 1975), it is handicapped by an exasperating vagueness. This is mainly because Heinen does not go more deeply into Dilthey's profuse aesthetic writings from a historical perspective and on the basis of a commitment to an appropriate methodology. What we (...) get, instead, is a rather one-sided reflection on several important aspects of Dilthey's aesthetic writings. ROLF-DIETERHERRMANN University of Tennessee Young John Dewey: An Essay in American Intellectual History. By Nell Coughlan. (Chicago and London: University of Chicago Press, 1975. Pp. xii + 187) The author's aim in this carefully researched volume is to examine the early development of Dewey's character, primarily as it is expressed in the changes in his philosophical development from the time he was a student at the University of Vermont until he left the University of Michigan to go to Chicago in 1894. The account is at its best in relating the common problems shared by Dewey, his teachers George Sylvester Morris and G. Stanley Hall and his younger colleague George Herbert Mead. All were conscientious men, concerned to develop an account of the world and of society that does not fall back on religion as a crutch, that could give some accounting of or even take advantage of new developments in empirical psychology yet still provide a role for the philosopher as a moral leader. Where in the America of the 1870s and 1880s could such a person turn? Aside from Harvard and Johns Hopkins, there was no place for the independent, secular philosopher in American colleges and universities. The safe clergyman was typically given employment; the free thinking agnostic was considered dangerous. Further, there was the problem of intellectual isolation. Coughlan brilliantly contrasts the tight knit intellectual community of Victorian England with the struggles of individual American thinkers, scattered around the United States, to find like-minded intellectual companionship. Morris tried to resolve these problems by embracing the idealism of T. H. Green and hoping for a full-time chair at Hopkins. Hall, who eventually got the chair, went into empirical psychology. His choice was safe and intellectually respectable but ignored moral matters. Mead and a young friend named Henry Castle went through a long struggle to develop a satisfactory world view. Castle never achieved success and died in a shipwreck at age 32. Mead's correspondence with Castle reveals that he endured a number of acute personal crises before becoming Dewey's colleague at Michigan and discovering the latter's newly developing "organic circuit" theory with all its implications for the development of social psychology. Dewey was the most successful of the lot. It would be easy to construe a scenario wherein the young Dewey became skeptical about Green's idealism and underwent an acute personal crisis at the prospect of a world no longer glued together by the universal mind. This apparently never happened. By his own account, Dewey's "drift" from idealism took fifteen years, 1and I suspect that this gradual disengagement served as an effective buffer against the shock of having to develop an experimental naturalism all of a sudden. At any rate, Coughlan gives the most thorough account available of the evolution of Dewey's thought during the Michigan years. Coughlan is on solid ground so long as he treats Dewey as a person who shared common intellectual problems with like-minded colleagues and teachers. But how can one reconstruct his personal life? The difficulties are real. Dewey's published writings of the period reveal little John Dewey, "From Absolutism to Experimentalism," in John Dewey on Experience, Nature, and Freedom, ed. Richard J. Bernstein (New York: Liberal Arts Press, 1960), p. 12. 490 HISTORY OF PHILOSOPHY of his personality. Indeed, one is moved to ask whether his personality was almost entirely submerged in his work. Colleagues, friends and students are no longer available to tell their story. There is little in the way of revealing personal correspondence that is available. Dewey was not inclined to reminisce.2 About all we have from him... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 697 however, that extreme caution is to be advised upon entering those waters? Fully respectful of this concern, Professor Stambaugh enjoins the reader to "reach his own conclusions about parallels and affinities" concerning "some strains of Nietzsche's thought that are most consonant with an Eastern temper of experience." DAVID B. ALLISON SUNY, Stony Brook W. J. Mander. An Introduction to Bradley's Metaphysics. New York: Oxford University Press, (...) 1994. Pp. viii + 175. Cloth, $39-95. T. L. S. Sprigge. James and Bradley: American Truth and British Reality. Chicago: Open Court, 1993. Pp. xiv + 63o. Cloth, $66.95. Paper, $29.95Until the appearance of Mander's book there had been no short general introduction to Bradley in print since Penguin dropped Wollheim's F. H. Bradley from their list. But in any case, as a result of the work of scholars since its last revision in 1969, Wollheim's account, despite its many virtues, is now known to be misleading in crucial places, for he remained to some extent in the grip of the dismissive caricature of Bradley bequeathed to analytic philosophers by Russell and Moore and stilloften just taken for granted. (See, e.g., almost any textbook which has a chapter on truth.) By drawing on this scholarship Mander offers us a philosopher strikingly different from this caricature. Mander's replacement portrayal is, in its broad outlines, accurate enough to be confidently recommended as giving a good general sketch of Bradley's views (excepting the ethics, which Woliheim managed to include), presenting them sympathetically but not completely uncritically in a way which should offer something of interest to both advanced undergraduates and their teachers. As Oxford has also recently published a selection from Bradley's works (Writings on Logic and Metaphysics, edited by James Allard and Guy Stock, with both general and topic-specific introductions), there is the added benefit that one who wishes to read him can now do so without being faced with wading through some intimidatingly large volumes of often meandering discussion in baffling prose. The two should make a good pair around which to structure classes concerning Bradley. I am not quite so confident about some of the detail of Mander's account, which is, moreover, sometimes explained in a way nearly as obscure as the original on which it is intended to cast light. This last is, of course, hard to avoid in expounding a writer whose whole cast of mind is opposed to the exact formulation of precise theses illustrated with clear examples, and is less misleading than artificial precisification; it also perhaps reduces the risk that students will use it as a substitute for, rather than a guide to, the primary texts themselves. And I want to stress that Mander's overall picture of Bradley's views seems to me reliable and as well situated historically as the book's ' G. M. C. Sprung, "Nietzsche's Interest in and Knowledge of Indian Thought," in The Great Yearof Zarathuara (188z-1981), ed. David Goicoechea (Lanham, MD.: University Press of America, x983), 166-8o. 698 JOURNAL OF THE HISTORY OF PHILOSOPHY 33:4 OCTOBER 1995 brevity allows. Its usefulness is enhanced by a very full bibliography which does include some coverage of the ethics. Sprigge's massive work is far more ambitious. His aim is "to provide a comparative exposition and personal evaluation of [Bradley's and James's] main views on truth and on the general nature of reality" (xiii). He gives several reasons for selecting these two philosophers for attention: they are the most important of their time; they are misunderstood and misrepresented; and their views have much in common that is largely correct while being the main alternative solutions to the problems they confront. Further, ajoint treatment makes sense because "it is toJames, rather than Russell, let alone Moore, that we must look for a serious critique of Bradley" (417). This is a labor of love, exhibiting reading of remarkable breadth and depth and the familiarity with its subject matter that is the product only of decades of exploration. Perhaps this very familiarity is part of the explanation of an occasional paucity of textual backup for the pictures Sprigge... (shrink)

While previous studies have examined front-line teachers’ written feedback practices in second language writing classrooms, such studies tend to not take teachers’ language and sociocultural backgrounds into consideration, which may mediate their performance in written feedback provision. Therefore, much remains to be known about how L2 writing teachers with different first languages enact written feedback. To fill this gap, we designed an exploratory study to examine native English-speaking and non-native English-speaking teachers’ written feedback practices in the Chinese tertiary context. Our (...) study collected 80 English as a foreign language students’ writing samples with teacher written feedback and analyzed them from three aspects: Feedback scope, feedback focus, and feedback strategy. The findings of our study revealed that the two groups of teachers shared similar practices regarding feedback scope and feedback strategies. Both NES and NNES EFL teachers used a comprehensive approach to feedback provision, although NNES teachers provided significantly more feedback points than their NES peers and they delivered their feedback directly and indirectly. However, their practices differed greatly with regard to feedback focus. Specifically, when responding to EFL students’ writing, NES teachers showed more concern with global issues, whereas NNES teachers paid more attention to linguistic errors. With a surge in the recruitment of expatriate NES and local NNES English teachers in China and other EFL countries, our study is expected to make a contribution to a better understanding of the two groups of EFL teachers’ pedagogical practices in written feedback provision and generate important implications for their feedback provision. (shrink)

With the growing need to nurture students’ independent learning, English language teaching practices should reflect student-centered assessment approaches, such as self-assessment, an ultimate goal of higher education. It has been pointed out that to conduct effective self-assessment, students need to be taught systematically, and that is where teachers are expected to step in. Prior to implementing such a change in ELT, it is important to conduct research on English as a foreign language teachers’ attitudes toward, and self-efficacy beliefs about, implementing (...) self-assessment to cultivate capable student self-assessors. Although the strong global endorsement of self-assessment over the past two decades has witnessed its classroom implementation in different disciplines, such studies are scant in relation to EFL writing classrooms. To address this gap, the present qualitative research examined five Chinese tertiary EFL writing teachers’ attitudes toward and self-efficacy beliefs about student self-assessment of writing, as well as possible reasons that discourage them from engaging students in self-assessment practices. Data collected from in-depth, semi-structured interviews indicated that self-assessment, a critical element of self-regulated learning, is surprisingly missing from the teachers’ knowledge base and previous practices. Additionally, the findings offer insights into the striking differences in teachers’ understanding of, attitudes toward, and low self-efficacy beliefs about self-assessment of writing. Reasons why teachers choose not to implement self-assessment of writing are also discussed. Findings from this study contribute to a deeper understanding of how EFL teachers’ attitudes and self-efficacy beliefs are enacted in relation to their classroom assessment practices in order to move forward discussions on the feasibility of implementing self-assessment of writing in tertiary EFL classrooms. (shrink)

La recherche à l’origine de ce texte vise la description et la compréhension de l’engagement d’enseignantes et d’enseignants dans l’écriture d’un journal de bord quotidien. À partir d’entretiens biographiques et de leurs analyses, ce texte décrit cette activité et son évolution, identifie les facteurs d’engagement. Cette activité d’écriture impliquée et réflexive se dévoile plurielle et évolutive. L’engagement s’explique par un jeu d’influences réciproques entre facteurs personnels, facteurs exogènes et facteurs énactifs. Cet article présente des recommandations pour accompagner et reconnaître l’écriture (...) diaire dans le champ de la formation comme dans l’espace du travail. (shrink)

This article focuses on the experiences of 29 African American teachers in K–12 institutions in Southern California. The article reports on the major themes of the participating teachers’ shared narratives in light of the theory of racial micro-aggression; their responses include evidence that racial micro-aggression during interactions with nonminority organizational members have had a negative impact on their experience. These findings, which are consistent with the neophyte literature, reveal a unique opportunity for scholars to engage in cutting edge research (...) and also suggest the need to integrate training specific to racial micro-aggression in professional development and teacher education programs in order to improve the experience of African American teachers in the future. (shrink)

_The American Teacher_ is a comprehensive education foundations text with an emphasis on the historical continuity of educational issues and their practical application in the classroom. Aspiring teachers enter the classrooms with an innate optimism, and the challenge of _The American Teacher_ is to engage them and to provide meaningful direction to channel their idealism. By reconnecting individuals with their society, community, and workplace, this engaging text provides education students with a grounding in their profession and an understanding (...) of how important social and political issues affect educational practice. (shrink)

Although the efficacy of teacher written feedback has been widely investigated, relatively few studies have been conducted from feedback practitioners' perspectives to investigate teachers' beliefs regarding it, particularly compare beliefs held by teachers with different sociocultural and linguistic backgrounds. Consequently, much remains to be known about teachers' conceptions about written feedback, who has different first languages. To bridge such a gap, we conducted this qualitative study to examine the similarities and differences between native English-speaking and non-native English-speaking teachers' beliefs in (...) Chinese University EFL settings. We analyzed the in-depth interviews with eight teachers through thematic analysis. The findings showed that NES and NNES teachers espoused a range of beliefs in relation to the five themes of written feedback: Purpose, scope, focus, strategy, and orientation. While they shared similar beliefs with regard to feedback focus, their beliefs differed in terms of feedback scope. Important implications are discussed for educational practices. (shrink)

This book brings research-based attention to the problem of increasing violence, abuse and disruption from natural disasters has upon adolescent learning and teacher practice.

The primary purpose of this volume is to introduce these philosophers to readers who do not yet know their writings at first hand.

This volume of The Writings and Speeches of Edmund Burke continues the story of Edmund Burke, the Rockingham party in British politics, and the American crisis. By 1774 Burke was already recognized as a master of parliamentary debate and an accomplished writer. By 1780, however, his reputation was to have risen substantially. Probably the most important single reason was his Speech on Conciliation with America, which was presented to the House of Commons in March 1775, published, and circulated to (...) a wide audience on both sides of the Atlantic. In that speech, Burke used the full force of his intellect and eloquence to set out the Rockinghams' first comprehensive plan for achieving lasting peace in the Empire. The public commendation he received helped him to gain recognition for offerings such as his second conciliation proposal in November 1775, and his Letter to the Sheriffs of Bristol in 1777. It also gave him some of the confidence he needed to announce the Whig party's historic conversion to a moderate reform programme in his celebrated speeches on economical reform in 1779 and 1780. Numerous writings and speeches in this volume are transcriptions of previously unpublished manuscripts from the collections at Sheffield and Northampton. These allow the reader new insights into the workings of Burke's mind not just in relation to the major political issues, but also to a multitude of engaging subjects such as education, capital punishment, religious dissent, and the return of the Rockingham Whigs to government power. (shrink)

Feedback plays a crucial role in the writing processes. However, in the literature on foreign language writing, there is a dearth of studies that compare the effects of teacher feedback and automated feedback on both cognitive and psychological aspects of FL writing. To fill this gap, the current study compared the effects of teacher feedback and automated feedback on both revision quality and writing proficiency development, and perceived usefulness and perceived ease of use of the feedback in English writing among (...) English learners as an FL in China. It also investigated students’ perceptions of the strengths and weaknesses of the two types of feedback. The study adopted a mixed-methods design. The quantitative method collected the data through a pre-test and a post-test, which measured the participants’ English writing proficiency development; a writing task, which received either teacher feedback or automated feedback; and a close-ended questionnaire, which examined students’ perceived usefulness and perceived ease of use of the feedback. The qualitative method collected the data through an open-ended questionnaire, which examined the participants’ perceptions of the strengths and weaknesses of teacher feedback or automated feedback depending on the type of feedback they received. Chinese university EFLs in two English classes taught by the same English teacher participated in the study: one class received teacher feedback while the other received automated feedback using Pigaiwang. While the students in the two classes did not differ significantly on the pre-test of students’ writing proficiency, students who received teacher feedback scored significantly higher on revision than those who received automated feedback. Students in the teacher feedback class also had significantly higher ratings on perceived usefulness and perceived ease of use of the feedback than those in the automated feedback class. However, students in the automated feedback class obtained significantly higher scores on the post-test of the writing proficiency. The qualitative results identified three themes of strengths and two themes of weaknesses for the teacher feedback and the automated feedback, respectively. The results suggest that while teacher feedback has a more positive effect on the psychological aspect of FL writing, automated feedback may be more effective in developing FL writing proficiency in the long run. (shrink)

Henry Brooks Adams (February 16, 1838 - March 27, 1918) was an American historian and member of the Adams political family, being descended from two U.S. Presidents.As a young Harvard graduate, he was secretary to his father, Charles Francis Adams, Abraham Lincoln's ambassador in London, a posting that had much influence on the younger man, both through experience of wartime diplomacy and absorption in English culture, especially the works of John Stuart Mill. After the American Civil War, he (...) became a noted political journalist who entertained America's foremost intellectuals at his homes in Washington and Boston.In his lifetime, he was best known for his History of the United States During the Administrations of Thomas Jefferson and James Madison, a 9-volume work, praised for its literary style.His posthumously published memoirs, The Education of Henry Adams, won the Pulitzer Prize and went on to be named by the Modern Library as the top English-language nonfiction book of the 20th century.A LETTER TO AMERICAN TEACHERS OF HISTORY. It proposes a "theory of history" based on the second law of thermodynamics and the principle of entropy, which essentially states that all energy dissipates, order becomes disorder, and the earth will eventually become uninhabitable. He applied the physics of dynamical systems of Rudolf Clausius, Hermann von Helmholtz, and William Thomson to the modeling of human history. (shrink)

Putnam’s style is rarely discussed in the secondary literature. In this paper I provide one approach to the kind of writing that philosophy becomes in Putnam’s hands. I focus on Putnam’s argumentative pluralism and, more specifically, the practical form that pluralism takes in Putnam’s commitment to the essay form. I argue that Putnam’s use of the essay form is a crucial expression of his pluralism. Looking at some ancestors of the Putnam essay, I pay attention to the specific hybrid qualities (...) of the philosophical paper. I make a connection between the live tensions at work within the essay form and Putnam’s vigorous resistance to dichotomies in philosophy. I suggest that Putnam’s philosophical resistance to such dichotomies can be understood as the practice of a certain kind of irony. My primary example is Putnam’s work on the fact/value dichotomy. I suggest that Putnam’s irony might present an alternative to the dominant conception of irony in contemporary American philosophy: that of Richard Rorty. (shrink)