This article seeks to present a detailed textual analysis of Protagoras’ Great Speech in Plato's Protagoras. I will argue that the concept of ἀρετή as it appears in the Great Speech is whittled down to a vague notion of civic duty. In this respect, Protagoras is bringing himself in line with the democracy, but in doing so the ἀρετή he claims to teach loses much of its initial appeal, particularly in the eyes of his aristocratic clientele. Nevertheless, if thecontentof Protagoras’ (...) Great Speech overlooks the abilities required to rise to political prominence, theformmost assuredly does not. As one would expect from Plato's Protagoras, his speech is replete with just that oratorical prowess his students might expect to acquire from him. This, in turn, has a number of interesting and important implications in the broader context of theProtagoras, in particular regarding the contrast or conflict between long speeches and short-answer dialectic. Moreover, although it has long been noticed that Protagoras neglects rhetoric and personal pre-eminence in his account, as far as I know there has not been any serious attempt to analyse the stylistic aspects of this masterful speech. Accordingly, both this and my attempt to interpret it within the economy of the dialogue are original. (shrink)

Much problem solving and learning research in math and science has focused on formal representations. Recently researchers have documented the use of unschooled strategies for solving daily problems -- informal strategies which can be as effective, and sometimes as sophisticated, as school-taught formalisms. Our research focuses on how formal and informal strategies interact in the process of doing and learning mathematics. We found that combining informal and formal strategies is more effective than single strategies. We provide a theoretical account of (...) this multiple strategy effect and have begun to formulate this theory in an ACT-R computer model. We show why students may reach common impasses in the use of written algebra, and how subsequent or concurrent use of informal strategies leads to better problem-solving performance. Formal strategies facilitate computation because of their abstract and syntactic nature; however, abstraction can lead to nonsensical interpretations and conceptual errors. Reapplying the formal strategy will not repair such errors; switching to an informal one may. We explain the multiple strategy effect as a complementary relationship between the computational efficiency of formal strategies and the sense-making function of informal strategies. (shrink)

Objective To assess parental permission for a neonate's research participation using the MacArthur competence assessment tool for clinical research (MacCAT-CR), specifically testing the components of understanding, appreciation, reasoning and choice. Study Design Quantitative interviews using study-specific MacCAT-CR tools. Hypothesis Parents of critically ill newborns would produce comparable MacCAT-CR scores to healthy adult controls despite the emotional stress of an infant with critical heart disease or the urgency of surgery. Parents of infants diagnosed prenatally would have higher MacCAT-CR scores than parents (...) of infants diagnosed postnatally. There would be no difference in MacCAT-CR scores between parents with respect to gender or whether they did or did not permit research participation. Participants Parents of neonates undergoing cardiac surgery who had made decisions about research participation before their neonate's surgery. Methods The MacCAT-CR. Results 35 parents (18 mothers; 17 fathers) of 24 neonates completed 55 interviews for one or more of three studies. Total scores: magnetic resonance imaging (mean 36.6, SD 7.71), genetics (mean 38.8, SD 3.44), heart rate variability (mean 37.7, SD 3.30). Parents generally scored higher than published subject populations and were comparable to published control populations with some exceptions. Conclusions The MacCAT-CR can be used to assess parental permission for neonatal research participation. Despite the stress of a critically ill neonate requiring surgery, parents were able to understand study-specific information and make informed decisions to permit their neonate's participation. (shrink)

Attentional control theory suggests that high cognitive demands impair the flexible deployment of attention control in anxious adults, particularly when paired with external threats. Extending this...

ABSTRACT This paper proposes a vision of rhetoric as metaphysical enactment. This position contrasts with traditionally accepted views of rhetoric as phenomenological practice, evidenced prominently in contemporary rhetorical theory. I advance a framework that employs metaphorical accommodation and indicates a way that rhetoric can be situated as a perpetually productive force. The analytic tradition affords a method and vocabulary that when placed in conversation with rhetorical studies offers an alternative for viewing rhetoric as metaphysical enactment. I determine that rhetorical theory (...) should engage with rhetoric as a measure of action, activity, and vitality that raises our awareness and connects us. (shrink)

This research explored how engineering student views of their responsibility toward helping individuals and society through their profession, so-called social responsibility, change over time. A survey instrument was administered to students initially primarily in their first year, senior year, or graduate studies majoring in mechanical, civil, or environmental engineering at five institutions in September 2012, April 2013, and March 2014. The majority of the students did not change significantly in their social responsibility attitudes, but 23 % decreased and 20 % (...) increased. The students who increased, decreased, or remained the same in their social responsibility attitudes over time did not differ significantly in terms of gender, academic rank, or major. Some differences were found between institutions. Students who decreased in social responsibility initially possessed more positive social responsibility attitudes, were less likely to indicate that college courses impacted their views of social responsibility, and were more likely to have decreased in the frequency that they participated in volunteer activities, compared to students who did not change or increased their social responsibility. Although the large percentage of engineering students who decreased their social responsibility during college was disappointing, it is encouraging that courses and participation in volunteer activities may combat this trend. (shrink)

Nathan R. Colaner articulates a notion of knowledge that is characteristically Aristotelian without being dependent on his metaphysics. Simultaneously, Colaner places Aristotle’s epistemology in dialogue with modern thinkers’ works to create a bridge between classical and modern philosophy.

This textbook brings the humanities to students in order to evoke the humanity of students. It helps to form individuals who take charge of their own minds, who are free from narrow and unreflective forms of thought, and who act compassionately in their public and professional worlds. Using concepts and methods of the humanities, the book addresses undergraduate and premed students, medical students, and students in other health professions, as well as physicians and other healthcare practitioners. It encourages them to (...) consider the ethical and existential issues related to the experience of disease, care of the dying, health policy, religion and health, and medical technology. Case studies, images, questions for discussion, and role-playing exercises help readers to engage in the practical, interpretive, and analytical aspects of the material, developing skills for critical thinking as well as compassionate care. (shrink)

While valuable work has been done addressing clinical ethics within established healthcare systems, we anticipate that the projected growth in acquisitions of community hospitals and facilities by large tertiary hospitals will impact the field of clinical ethics and the day-to-day responsibilities of clinical ethicists in ways that have yet to be explored. Toward the goal of providing clinical ethicists guidance on a range of issues that they may encounter in the systematization process, we discuss key considerations and potential challenges in (...) implementing system-wide ethics consultation services. Specifically, we identify four models for organizing, developing, and enhancing ethics consultation activities within a system created through acquisitions: train-the-trainer, local capacity-building, circuit-riding, and consolidated accountability. We note each model’s benefits and challenges. To our knowledge, this is the first paper to consider the broader landscape of issues affected by consolidation. We anticipate that clinical ethicists, volunteer consultants, and hospital administrators will benefit from our recommendations. (shrink)

For forty years, Harvey Mansfield has been worth reading. Whether plumbing the depths of MachiavelliOs Discourses or explaining what was at stake in Bill ClintonOs impeachment, MansfieldOs work in political philosophy and political science has set the standard. In Educating the Prince, twenty-one of his students, themselves distinguished scholars, try to live up to that standard. Their essays offer penetrating analyses of Machiavellianism, liberalism, and America., all of them informed by MansfieldOs own work. The volume also includes a bibliography of (...) MansfieldOs writings. (shrink)

Business managers regularly employ metaphorical violent rhetoric as a means of motivating their employees to action. While it might be effective to this end, research on violent media suggests that violent rhetoric might have other, less desirable consequences. This study examines how the use of metaphorical violent rhetoric by business managers impacts the ethical decision making of employees. We develop and test a model that explains how the use of violent rhetoric impacts employees’ willingness to break ethical standards, depending on (...) the source of the rhetoric. The results of two experiments suggest that the use of violent rhetoric by a CEO at a competing company increases employees’ willingness to engage in ethical violations while the use of violent rhetoric by employees’ own CEO decreases their willingness to engage in unethical behavior. Furthermore, we find that participants who made less ethical decisions motivated by violent rhetoric used by a competitor’s CEO did not view their decisions as less ethical than the other participants in the experiments. The results of these studies highlight potentially harmful unintended consequences of the use of violent rhetoric, providing knowledge that should be useful to managers and academics who want to increase employee motivation without increasing a willingness to engage in unethical behavior. (shrink)

Between Faith and Belief builds significantly on Schrijvers’s earlier work Ontotheological Turnings?1 In his earlier work, Schrijvers argues that traces of ontotheology remain among French phenomen...

Recovering Reason: Essays in Honor of Thomas L. Pangle is a collection of essays composed by students and friends of Thomas L. Pangle to honor his seminal work and outstanding guidance in the study of political philosophy. These essays examine both Socrates' and modern political philosophers' attempts to answer the question of the right life for human beings, as those attempts are introduced and elaborated in the work of thinkers from Homer and Thucydides to Nietzsche and Charles Taylor.

The expression "Thy heavens" included for him that universe whose existence was demonstrated by the "Moon and the stars." Evidently it was a song composed..

Finding ways to foster intellectual humility (IH)—the willingness to own one’s limitations—is an important goal for facilitating effective learning. We report the results of a longitudinal, quasi-experimental study, conducted across six undergraduate, culturally diverse (58% racial/ethnic minority) introductory philosophy courses, that evaluates how social perceptions and cross-cultural reasoning change following a course on epistemology and social ethics. Critically, we manipulated whether each class received a standardized lesson in IH at the start of the course or not. Participants provided self-ratings of (...) IH, gave round-robin judgments of their classmates, and completed a wise-reasoning writing exercise focusing on a cultural conflict at both the beginning and end of the summer course session. Results revealed no change in self-reported IH, but an increase in perceived peer IH and conscientiousness within classes where IH was taught. Moreover, an analysis of the participants’ writing suggested greater levels of compromise-seeking when dealing with a cultural conflict among the students taught about IH, relative to those in the control classes. This study provides initial insights regarding the relationship between IH and cultural humility, as well as the efficacy of facilitating the development of IH among undergraduate students. (shrink)

This collection of essays, offered in honor of the distinguished career of prominent political philosophy professor Clifford Orwin, brings together internationally renowned scholars to provide a wide context and discuss various aspects of the virtue of “humanity” through the history of political philosophy.

This article explores the complementary strengths and weaknesses of grounded and abstract representations in the domain of early algebra. Abstract representations, such as algebraic symbols, are concise and easy to manipulate but are distanced from any physical referents. Grounded representations, such as verbal descriptions of situations, are more concrete and familiar, and they are more similar to physical objects and everyday experience. The complementary computational characteristics of grounded and abstract representations lead to trade‐offs in problem‐solving performance. In prior research with (...) high school students solving relatively simple problems, Koedinger and Nathan (2004) demonstrated performance benefits of grounded representations over abstract representations—students were better at solving simple story problems than the analogous equations. This article extends this prior work to examine both simple and more complex problems in two samples of college students. On complex problems with two references to the unknown, a “symbolic advantage” emerged, such that students were better at solving equations than analogous story problems. Furthermore, the previously observed “verbal advantage” on simple problems was replicated. We thus provide empirical support for a trade‐off between grounded, verbal representations, which show advantages on simpler problems, and abstract, symbolic representations, which show advantages on more complex problems. (shrink)

This article is concerned with the complex role of assessment in the character development of graduate students in seminary education. It presents the current curricular approach of Denver Seminary to mentored, contextual formation and the variety of assessment strategies that support the growth of individual students and a culture of integrated learning in the institution. Rather than directing assessment strategies on individual character qualities, we argue for the efficacy of assessing the enabling conditions for character growth expressed in the andragogic (...) elements of adult learning skills. Within this model, learning proves to be expansive enough for the contemporary seminary student who has a sense that it is up to them to prepare for and create the work they dream of within a changing culture. (shrink)

Usage of the Greek verb ‘to be’ is generally divided into three broad categories — the predicative use, the existential and the veridical—and these usages often inform the way we understand Being in ancient philosophy. This article challenges this approach by arguing that Being is not the product of linguistic reflection in Parmenides, Plato and Aristotle; rather, these thinkers treat Being as the ontological and epistemological primary. Though this may overlap with the linguistic senses, it is not the same thing. (...) The article is divided into three sections: the first one raises several basic issues with the predicative interpretation of Being, the second argues that Being is unified and singular in a significant sense and the third brings out the special pre-immanence of Being. (shrink)

Corey W. Dyck presents a new account of Kant's criticism of the rational investigation of the soul in his monumental Critique of Pure Reason, in light of its eighteenth-century German context. When characterizing the rational psychology that is Kant's target in the Paralogisms of Pure Reason chapter of the Critique commentators typically only refer to an approach to, and an account of, the soul found principally in the thought of Descartes and Leibniz. But Dyck argues that to do so is (...) to overlook the distinctive rational psychology developed by Christian Wolff, which emphasized the empirical foundation of any rational cognition of the soul, and which was widely influential among eighteenth-century German philosophers, including Kant. In this book, Dyck reveals how the received conception of the aim and results of Kant's Paralogisms must be revised in light of a proper understanding of the rational psychology that is the most proximate target of Kant's attack. In particular, he contends that Kant's criticism hinges upon exposing the illusory basis of the rational psychologist's claims inasmuch as he falls prey to the appearance of the soul as being given in inner experience. Moreover, Dyck demonstrates that significant light can be shed on Kant's discussion of the soul's substantiality, simplicity, personality, and existence by considering the Paralogisms in this historical context. (shrink)

Pediatric health care workers often perform, promote, and advocate use of public funds for animal research . We aim to determine whether HCW consider common arguments in support of AR convincing.

This research explored how engineering student views of their responsibility toward helping individuals and society through their profession, so-called social responsibility, change over time. A survey instrument was administered to students initially primarily in their first year, senior year, or graduate studies majoring in mechanical, civil, or environmental engineering at five institutions in September 2012, April 2013, and March 2014. The majority of the students did not change significantly in their social responsibility attitudes, but 23 % decreased and 20 % (...) increased. The students who increased, decreased, or remained the same in their social responsibility attitudes over time did not differ significantly in terms of gender, academic rank, or major. Some differences were found between institutions. Students who decreased in social responsibility initially possessed more positive social responsibility attitudes, were less likely to indicate that college courses impacted their views of social responsibility, and were more likely to have decreased in the frequency that they participated in volunteer activities, compared to students who did not change or increased their social responsibility. Although the large percentage of engineering students who decreased their social responsibility during college was disappointing, it is encouraging that courses and participation in volunteer activities may combat this trend. (shrink)

Cultivating an understanding of ethical responsibilities and the societal impacts of technology is increasingly recognized as an important component in undergraduate engineering curricula. There is growing research on how ethics-related topics are taught and outcomes are attained, especially in the context of accreditation criteria. However, there is a lack of theoretical and empirical understanding of the role that educators play in ethics and societal impacts instruction and the factors that motivate and shape their inclusion of this subject in the courses (...) they teach and co-curricular activities they mentor. The goal of this research was to explore the role of faculty’s personal influences on their inclusion of ESI instruction in these settings. Personal influences are distinguished from external or environmental drivers such as teaching assignments, university policies, and department curriculum decisions. This research employed a grounded theory methodology and extracted data from interviews with 19 educators who teach ESI to engineering students to develop an emergent conceptualization of personal influences. Four categorie were identified: intrapersonal, interpersonal, academic, and professional. The findings suggested a wide range of entry points into ESI instruction for faculty members who do not currently teach ESI and for those looking to expand the inclusion of ESI in their courses. Based on these findings, departments and administrators are encouraged to foster educators’ agency, support access to professional development and engagement, facilitate interdisciplinary collaboration, and broaden hiring decisions to account for the impact of educators’ holistic identity on their instruction. (shrink)

Health care workers often perform, promote, and advocate use of public funds for animal research ; therefore, an awareness of the empirical costs and benefits of animal research is an important issue for HCW. We aim to determine what health-care-workers consider should be acceptable standards of AR methodology and translation rate to humans.

The form of the Good in Plato’s Phaedo and Republic seems, by our standards, to do too much: it is presented as the metaphysical princi­ple, the epistemological principle and the principle of ethics. Yet this seemingly chimerical object makes good sense in the broader context of Plato’s philosophical project. He sought certain knowledge of neces­sary truths (in sharp contrast to the contingent truth of modern science). Thus, to be knowable the cosmos must be informed by timeless princi­ples; and this leads (...) to teleology and the Good. The form of the Good, it is argued, is what makes the world knowable insofar as it is knowable. This interpretation plugs a significant gap in the scholarship on the Good and draws attention to a deep connection between Plato’s episte­mology and his teleological understanding of the cosmos. (shrink)

This collection of essays, offered in honor of the distinguished career of prominent political philosophy professor Clifford Orwin, brings together internationally renowned scholars to provide a wide context and discuss various aspects of the virtue of “humanity” through the history of political philosophy.

What were Shakespeare's final thoughts on history, tragedy, and comedy? Shakespeare's Last Plays focuses much needed scholarly attention on Shakespeare's "Late Romances." The work--a collection of newly commissioned essays by leading scholars of classical political philosophy and literature--offers careful textual analysis of Pericles, Prince of Tyre, Cymbeline, The Winter's Tale, The Tempest, All is True, and The Two Noble Kinsmen. The essays reveal how Shakespeare's thought in these final works compliments, challenges, fulfills, or transforms previously held conceptions of the playwright (...) and his political-philosophical views. (shrink)

What does it mean to be a good thinker? Which virtues work together in someone who possesses good intellectual character? Although recent research on virtues has highlighted the benefits of individual intellectual virtues, being an excellent thinker is likely a function of possessing multiple intellectual virtues. Specifically, a good thinker would both recognize one’s intellectual shortcomings and possess an eagerness to learn driven by virtues such as love of knowledge, curiosity, and open-mindedness. Good intellectual character may only successfully manifest when (...) individuals possess not just one or a few intellectual virtues, but a larger set of such virtues to different degrees. However, little is currently known about what combination of virtues are necessary for good thinking. We argue that it is important to identify and clarify the nature of the good thinker and outline a profile methodology for achieving this goal. This approach characterizes the good thinker in terms of a profile of multiple intellectual virtues. Understanding this profile can allow greater insight into the extent to which people possess such a profile, and the potential for societal benefits of educating for these qualities. (shrink)

BackgroundTo determine whether the public and scientists consider common arguments in support of animal research convincing.MethodsAfter validation, the survey was sent to samples of public, Amazon Mechanical Turk, a Canadian city festival and children’s hospital), medical students, and scientists. We presented questions about common arguments to justify the moral permissibility of AR. Responses were compared using Chi-square with Bonferonni correction.ResultsThere were 1220 public [SSI, n = 586; AMT, n = 439; Festival, n = 195; Hospital n = 107], 194/331 medical (...) student, and 19/319 scientist [too few to report] responses. Most public respondents were <45 years, had some College/University education, and had never done AR. Most public and medical student respondents considered ‘benefits arguments’ sufficient to justify AR; however, most acknowledged that counterarguments suggesting alternative research methods may be available, or that it is unclear why the same ‘benefits arguments’ do not apply to using humans in research, significantly weakened ‘benefits arguments’. Almost all were not convinced of the moral permissibility of AR by ‘characteristics of non-human-animals arguments’, including that non-human-animals are not sentient, or are property. Most were not convinced of the moral permissibility of AR by ‘human exceptionalism’ arguments, including that humans have more advanced mental abilities, are of a special ‘kind’, can enter social contracts, or face a ‘lifeboat situation’. Counterarguments explained much of this, including that not all humans have these more advanced abilities [‘argument from species overlap’], and that the notion of ‘kind’ is arbitrary [e.g., why are we not of the ‘kind’ ‘sentient-animal’ or ‘subject-of-a-life’?]. Medical students were more supportive of AR at the end of the survey.ConclusionsResponses suggest that support for AR may not be based on cogent philosophical rationales, and more open debate is warranted. (shrink)

Even if everything is up for grabs in philosophy, some things are very difficult to doubt. It is hard to believe, for example, that no one ever acts intentionally. Even the most powerful arguments for the unreality of intentional action could do no more, we believe, than place one in roughly the position in which pre-Aristotelian Greeks found themselves when presented with one of Zeno's arguments that nothing can move from any given point A to any other point B. One (...) argument has it, for example, that in order to move from one point to another, a thing must first move to the half-way point; to do that, it must move half way to that point; and so on forever: so nothing ever moves at all. The argument undoubtedly stopped some auditors in their tracks; but eventually they moved on, most of them fully confident that they were doing precisely that. (shrink)

1st Gent.: Our deeds are fetters that we forge ourselves. 2d Gent.: Ay, truly: but I think it is the world that brings the iron. R. L. Scott once explained that the “environment is experienced as being rhetorical,” meaning anything within the milieu can participate in addressivity, that who or what addresses what and whom is variable and multiple. He stressed that human valuing determined participation, but he nonetheless anticipated a more robust, posthuman ecological view when he contended that “one (...) must not think of rhetorical attributes as exclusively the property of speakers, writers, or other message-senders”. Scott claimed an “enlarged concept of rhetoric” was necessary... (shrink)

In R. D. Ingthorsson’s provocative and carefully researched book, McTaggart’s Paradox, the author aims to demonstrate that “practically every writer is guilty of some or other of the misunderstandings of McTaggart’s paradox that I outline in this book”. The most dramatic misunderstanding that commentators make is the failure to realize that McTaggart’s argument for the unreality of time depends on the principle of temporal parity: the thesis that all times, whether A times or B times, exist equally or co-exist. Since (...) temporal parity is also a central tenet of the B view, B-theorists cannot use McTaggart’s paradox to support their view as temporal parity also demonstrates that the B-theory cannot accommodate change or account for the temporality of earlier than and later than. Ingthorsson concludes that only if we reject temporal parity, the B view, and all versions of the A view except presentism, can we account for the intuitively plausible view, “the one that coincides with ‘the man on the street’ … that only those things exist that exist now, and that only those things will count as co-existing that are simultaneous with each other”. (shrink)

One of the more serious criticisms of the B-theory is that by denying the passage of time or maintaining that passage is a mind-dependent illusion or appearance, the B-theory gives rise to a static, block universe and thereby removes what is most distinctively timelike about time. The aim of this paper is to discuss the R-theory of time, after Russell, who Richard Gale calls “the father of the B-theory,” and explain how the R-theory can respond to the criticisms just raised, (...) and others. In the course of my discussion I shall clarify differences between versions of the A-, B- and R-theories of time, and argue that McTaggart’s conception of the B-series and more specifically, the B-relations that generate it, has been instrumental in misconstruing the A-/B-theory debate resulting in criticisms of the B-theory that can be seen to be fallacious when applied to the R-theory. (shrink)

To call attention to and motivate action on ethical issues in business or society, messengers often criticize groups for wrongdoing and ask these groups to change their behavior. When criticizing target groups, messengers frequently identify and express concern about harm caused to a victim group, and in the process address a target group by criticizing them for causing this harm and imploring them to change. However, we find that when messengers criticize a target group for causing harm to a victim (...) group in this way—expressing _singular concern_ for the victim group—members of the target group infer, often incorrectly, that the messenger views the target group as less moral and unworthy of concern. This inferred lack of moral concern reduces criticism acceptance and prompts backlash from the target group. To address this problem, we introduce _dual concern_ messaging—messages that simultaneously communicate that a target group causes harm to a victim group and express concern for the target group. A series of several experiments demonstrate that dual concern messages reduce inferences that a critical messenger lacks moral concern for the criticized target group, increase the persuasiveness of the criticism among members of the target group, and reduce backlash from consumers against a corporate messenger. When pursuing justice for victims of a target group, dual concern messages that communicate concern for the victim group _as well as_ the target group are more effective in fostering openness toward criticism, rather than defensiveness, in a target group, thus setting the stage for change. (shrink)

This book builds on the idea that pragmatics and philosophy are strictly interconnected and that advances in one area will generate consequential advantages in the other area. The first part of the book, entitled ‘Theoretical Approaches to Philosophy of Language’, contains contributions by philosophers of language on connectives, intensional contexts, demonstratives, subsententials, and implicit indirect reports. The second part, ‘Pragmatics in Discourse’, presents contributions that are more empirically based or of a more applicative nature and that deal with the pragmatics (...) of discourse, argumentation, pragmatics and law, and context. The book presents perspectives which, generally, make most of the Gricean idea of the centrality of a speaker’s intention in attribution of meaning to utterances, whether one is interested in the level of sentence-like units or larger chunks of discourse. (shrink)

This study examined preschool children’s reasoning about and behavioral interactions with one of the most advanced robotic pets currently on the retail market, Sony’s robotic dog AIBO. Eighty children, equally divided between two age groups, 34–50 months and 58–74 months, participated in individual sessions with two artifacts: AIBO and a stuffed dog. Evaluation and justification results showed similarities in children’s reasoning across artifacts. In contrast, children engaged more often in apprehensive behavior and attempts at reciprocity with AIBO, and more often (...) mistreated the stuffed dog and endowed it with animation. Discussion focuses on how robotic pets, as representative of an emerging technological genre, may be blurring foundational ontological categories, and impacting children’s social and moral development. (shrink)

_ Source: _Volume 24, Issue 1, pp 60 - 94 One of the more astounding books produced by Bratslav Hasidism is _Liqquṭei tefilot_, composed by R. Nathan Sternhartz of Nemirov, which established a whole new genre in Bratslav literature. This article discusses the book’s genesis, publication, and primary goals, as well as the controversy it generated. The new Bratslav theology that emerged after the death of Rabbi Naḥman led to disputes, both internal and external, over the role and character (...) of R. Nathan. Examining this particularly obscure chapter in the early history of Bratslav Hasidism sheds light on the movement as it exists today in all its diversity, both ideological and social. (shrink)