The iconoclastic scholar Li Zhi (1527-1602) was a central figure in the cultural world of the late Ming dynasty. His provocative and controversial writings and actions powerfully shaped late-Ming print culture, commentarial and epistolary practice, discourses on authenticity and selfhood, attitudes toward friendship and masculinity, displays of filial piety, understandings of the public and private spheres, views toward women, and perspectives on Buddhism and the afterlife. In this volume, leading sinologists demonstrate the interrelatedness of seemingly discrete aspects of Li Zhi's (...) thought and emphasize the far-reaching impact of his ideas and actions on both his contemporaries and his successors. In doing so, they challenge the myth that there was no tradition of dissidence in premodern China. (shrink)

Polygraphe insaisissable, Jean-Jacques Rousseau a été tout ensemble romancier, polémiste, philosophe politique, auteur de confessions sulfureuses, pédagogue, métaphysicien. Diverse, complexe, logée dans une prose dont l'éclat fascine et dissimule parfois la délicate architecture conceptuelle, sa pensée - essentielle pour notre temps - est cependant souvent caricaturée ; les idées les plus étranges lui ont été parfois attribuées - revenir à l'état de nature, bâtir un Etat de forme totalitaire, tenir les enfants à l'écart de tous les livres - et il (...) a dû endosser, au fil du temps, les paternités les plus lourdes, du romantisme au socialisme et de la révolution française au stalinisme. Le présent ouvrage cherche à écarter les interprétations fondées sur les préjugés pour revenir aux textes et tenter de saisir les principes de ce que Rousseau concevait comme un «système» conceptuel destiné à penser l'époque moderne avec ses contradictions, ses progrès matériels et ses connaissances inédites, mais aussi ses effets moraux sur une nature humaine dont le caractère plastique permet la déformation par les institutions sociales et les formes politiques dans lesquelles elle est insérée. Il tente en particulier de prendre pour fil conducteur l'intuition majeure du philosophe de Genève : sans la justice et l'égalité, la liberté et le bonheur sont de véritables chimères. (shrink)

Judaism, like Gilbert Meilaender, analogizes food and sex. Traditionally, Judaism saw the primary purpose of sex as procreation, the fulfillment of a biblical mandate. It did not, however, link sex to the Garden of Eden story, and it acknowledged that sex was also important for couples' bonding. While Meilaender sees bonding as a value co-equal with procreation, Judaism traditionally kept procreation as the primary goal. Couples were encouraged to have sex when infertile and were permitted contraception when pregnancy endangered life, (...) but whenever possible, they were directed to also have sex for procreation. Many modern rabbis, in agreement with Meilaender, permit contraception in order to foster bonding as a separate goal of sex. However, reproductive technology is seen, in Judaism, as partnership with God, allowing for a process of birth that is as natural as the process of producing food by farming. Last, when sex is permitted, Judaism celebrates the joy attendant to sex as a Divine gift. (shrink)

The iconoclastic scholar Li Zhi (1527-1602) was a central figure in the cultural world of the late Ming dynasty. His provocative and controversial writings and actions powerfully shaped late-Ming print culture, commentarial and epistolary practice, discourses on authenticity and selfhood, attitudes toward friendship and masculinity, displays of filial piety, understandings of the public and private spheres, views toward women, and perspectives on Buddhism and the afterlife. In this volume, leading sinologists demonstrate the interrelatedness of seemingly discrete aspects of Li Zhi's (...) thought and emphasize the far-reaching impact of his ideas and actions on both his contemporaries and his successors. In doing so, they challenge the myth that there was no tradition of dissidence in premodern China. (shrink)

POTTER'S PAPER RAISES several questions of great interest to the clinician. First, to what degree is it necessary to understand the patient's experience in order to treat a patient's disease? Second, to what degree is it possible to understand a patient's experience? And third, to what degree ought understanding be the goal of psychotherapy?

We take a fresh look at emotion recognition in autistic children, by testing their recognition of three different emotions (happy, sad, and surprise). The interest in selecting these is that whereas the first two are typical “simple” emotions (caused by situations), the third is typically a “cognitive” emotion (caused by beliefs). Because subjects with autism have clear difficulties in understanding beliefs, we predicted they would show more difficulty in recognising surprise. In contrast, as they have no difficulty in understanding situations (...) as causes of emotion, we predicted they would not show deficits in recognising happy and sad. These predictions were borne out, in a comparison with a group of normal children and in a group of subjects with mental handicap. This result shows the importance of fine-grain analysis in emotion-recognition tasks, and is discussed in relation to affective and theory of mind models of autism. (shrink)

Ronald Dworkin remarque que la philosophie politique contemporaine souffre de l’erreur qu’elle commet – selon lui – quant à la nature des concepts à laquelle une discipline normative de ce genre a nécessairement recours. Trop de contributions dans ce domaine sont en effet sous le coup d’un scientisme implicite qui les entraîne vers l’idée que les concepts politiques sont de même nature que ceux que...

This essay treats the idea specific to the French republican culture, where the state does not oppose individual freedom, but rather makes it possible. It tries to assess and defend this idea using philosophical and historical arguments on the nature of democracy and the meaning of freedom. If liberty requires some sort of equality that goes beyond equality of rights, the state is a necessary component for freedom whenever equality is not simply given, but gained in opposition to private and (...) non-private domination. (shrink)

Music can reduce stress and anxiety, enhance positive mood, and facilitate social bonding. However, little is known about the role of music and related personal or cultural variables in maintaining wellbeing during times of stress and social isolation as imposed by the COVID-19 crisis. In an online questionnaire, administered in 11 countries, participants rated the relevance of wellbeing goals during the pandemic, and the effectiveness of different activities in obtaining these goals. Music was found to be the most effective activity (...) for three out of five wellbeing goals: enjoyment, venting negative emotions, and self-connection. For diversion, music was equally good as entertainment, while it was second best to create a sense of togetherness, after socialization. This result was evident across different countries and gender, with minor effects of age on specific goals, and a clear effect of the importance of music in people's lives. Cultural effects were generally small and surfaced mainly in the use of music to obtain a sense of togetherness. Interestingly, culture moderated the use of negatively valenced and nostalgic music for those higher in distress. (shrink)

Comment by Aaron L. Mackler on “‘Through Her I Too Shall Bear a Child’: Birth Surrogates in Jewish Law” by Elie Spitz Reply by Elie Kaplan Spitz Research Note by G. Scott Davis.

Comment by Aaron L. Mackler on “‘Through Her I Too Shall Bear a Child’: Birth Surrogates in Jewish Law” by Elie Spitz Reply by Elie Kaplan Spitz Research Note by G. Scott Davis.

This carefully selected and integrated series of discourses on the central issues of political life presents Robert M. MacIver's views on ethics and politics, society and the state, government and political change, war and peace, and the conditions of a viable international order. It is both a key to the astonishing scope and versatility of MacIver's mind and a major contribution to political thought. Politics and Society elucidates some of the major themes and essential problems of political theory. Here are (...) incisive essays on the nature of understanding in social and political science; on the discontinuities between ethics and politics that render difficult, yet imperative, the ordering of a multigroup society; and on the ever-present tensions between liberty and authority, private interests and the common good. Here too are MacIver's assessments of the forces that make for social change and the transformations requisite to the establishment of a viable international order. And here, with sensitivity and wisdom, are MacIver's articulations of relevant ends and their realization through appropriate means. David Spitz provided a lengthy introduction to this volume on its first publication in 1969 assessing the importance of MacIver's teachings as well as relating these essays within the broader context of MacIver's political and social thought. The republication of this collection now attests to Spitz's conclusion: "The rewards that await the reader of these essays support my conviction that MacIver's eminent achievements, in both method and vision, stamp him as the most distinguished of our social and political theorists."Robert M. MacIver (1882-1970) was Lieber Professor of Political Philosophy and Sociology at Columbia University (1929-1950) and held many other academic posts, directorships and honorary degrees, and in 1962 came out of retirement to be chancellor of the New School for Social Research. Among his most important books were Social Causation and Community, a Sociological Study. David Spitz was professor of political science at Columbia University. He was the author among other books of The Liberal Idea of Freedom. The David and Elaine Spitz Prize is awarded every year for the best book in liberal and/or democratic theory by the International Conference for the Study of Political Thought in his honor. (shrink)

Effective communication during a pandemic, such as the current COVID-19 crisis, can save lives. At the present time, social and physical distancing measures are the lead strategy in combating the spread of COVID-19. In this study, a survey was administered to 705 adults from Switzerland about their support and practice of social distancing measures to examine if their responses depended on (1) whether these measures were supported by a government official or an internationally recognized celebrity as a spokesperson, (2) whether (...) this spokesperson was liked, and (3) the respondent’s age. We also considered several attitudinal and demographic variables that may influence the degree to which people support and comply with social distancing measures. We found that the government official was more effective in eliciting responses supportive of social distancing, particularly as manifested in the stated current compliance with social distancing measures. The effect was substantially stronger among older respondents, although these respondents expressed a lower risk perception. Although there was a general trend for greater endorsement of the social distancing measures among participants who liked the spokesperson, this was non-significant. In addition, respondents’ greater support and compliance was positively associated with (1) higher concern for the current situation, (2) higher concern for the well-being of others, and (3) greater belief that others were practicing social distancing, and negatively with (4) greater self-reported mobility. Current compliance correlated negatively with (5) household size. Since different parts of the population appear to have different perceptions of risk and crisis, our preliminary results suggest that different spokespersons may be needed for different segments of the population, and particularly for younger and older populations. The development of evidence-based knowledge is required to further identify who would be the most effective spokesperson, and in particular to groups with low risk perception and low compliance. (shrink)

Li Zhi's iconoclastic interpretations of history, religion, literature, and social relations have fascinated Chinese intellectuals for centuries. His approach synthesized Confucian, Buddhist, and Daoist ethics and incorporated the Neo-Confucian idealism of such thinkers as Wang Yangming. The result was a series of heretical writings that caught fire among Li Zhi's contemporaries, despite an imperial ban on their publication, and intrigued Chinese audiences long after his death. Translated for the first time into English, Li Zhi's bold challenge to established doctrines will (...) captivate anyone curious about the origins of such subtly transgressive works as the sixteenth-century play _The Peony Pavilion_ or the eighteenth-century novel _Dream of the Red Chamber_. In _A Book to Burn and a Book to Keep _, Li Zhi confronts accepted ideas about gender, questions the true identity of history's heroes and villains, and offers his own readings of Confucius, Laozi, and the Buddha. Fond of vivid sentiment and sharp expression, Li Zhi made no distinction between high and low literary genres in his literary analysis. He refused to support sanctioned ideas about morality and wrote stinging social critiques. Li Zhi praised scholars who risked everything to expose extortion and misrule. In this sophisticated translation, English-speaking readers encounter the best of this heterodox intellectual's vital contribution to Chinese thought and culture. (shrink)

The Author offers three interpretations of the Rawlsian conception of liberty. At the same time he compares this formal version of civil and political liberty with the substantive version produced by the republican theory of liberty. The first question is this: Can liberties be unequal? Here the liberal concept of liberty is discussed linking human will of liberty and equality. The second question is: Can liberties be equal when their respective values are not? The Author stresses the Rawlsian distinction between (...) liberty and the value of liberty showing the risk of reducing the less powerful to dependency. The third question is: Can political liberty be limited for the sake of personal liberties? From a republican perspective the answer to the Rawlsian instrumental conception of political liberty is that all personal liberties are necessarily founded on political liberty.*. (shrink)

APART FROM HIS WORK AS AN INTERPRETER of Hobbes, Oakeshott's significance as a political philosopher prior to the publication of On Human Conduct1 may fairly be said to be encompassed in, and derive from, his essay “Political Education.”2 To be sure, he has written a good deal before and after that essay, but the bulk of those writings—not least the papers collected in his Rationalism in Politics-are in one way or another glosses on the central theme articulated in that inaugural (...) lecture. That theme has both a philosophical and a doctrinal importance. At the philosophical level, it offers a serious challenge to conventional conceptions of political theory. At the doctrinal level, it sets forth an alternative to conventional conservatism—but not, as some American conservatives like to think, a compatible or complementary alternative. (shrink)

La théorie politique est longtemps restée attachée au dogme selon lequel la république ne peut convenir qu'à de petits États, où la faible différenciation des conditions sociales autorise la formation d'un authentique intérêt commun. Montesquieu adopte une version de cet argument en soutenant que la politique moderne doit être non la recherche de l'intérêt commun, mais l'art de balancer les intérêts les uns contre les autres. Madison a répondu en montrant comment, au contraire, la république n'est possible que dans les (...) grands États, où la diversité des intérêts en présence les contraint à rechercher non pas un compromis - impossible à maintenir quand il faut unir un grand nombre d'intérêts distincts pour former une majorité - mais un dépassement de leurs particularités respectives au profit d'un authentique intérêt commun. (shrink)

A work of art no matter how old and classic is actually, not just potentially, a work of art only when it lives in some individualized experience. . . . It cannot be asserted too strongly that what is not immediate is not aesthetic. Let’s imagine a young professor who receives a poor review of her teaching because she fails, when observed, to complete what she had initially set out to accomplish in the specific class meeting under critique. Assessment, after (...) all, does imply—when taken literally—being judged on what one has set out to do. Why did she fail? Her art history students, mesmerized by Van Gogh’s hypnotic final masterpiece “Crows over Cornfield,” had, after their initial reticence, gradually .. (shrink)

Ao colocar em evidência a legitimidade de uma instituição defendida por Locke, ou seja, o direito genérico que todos os membros da espécie humana têm de utilizar os recursos da natureza para preservar a sua existência, fca nítido que a propriedade privada exclusiva só é justifcável com o acréscimo de obrigações sociais rigorosas, apresentadas pelo próprio autor, para garantir que ela não prejudique a preservação da existência de qualquer dos membro da espécie, pelo simples fato de que a realidade de (...) uma instituição não pode contradizer o fundamento que lhe confere legitimidade. A partir disso, este texto se propõe a contestar a conclusão de Matthew Kramer de que a tentativa de Locke de estabelecer a legitimidade da propriedade privada no estado de natureza está fadada ao fracasso. (shrink)

Le silence observé par John Rawls à propos des thèses de Friedrich Hayek sur la question de la justice sociale est à la fois remarquable et irritant. À défaut de pouvoir s’appuyer sur des textes où Rawls se démarquerait explicitement de ces thèses, il est cependant possible de tenter de tracer la ligne de clivage essentielle entre les deux auteurs : Hayek demeure convaincu que la question de la justice ne peut se poser qu’à propos des actions individuelles, c’est-à-dire dans (...) le domaine du droit privé ou de ce que l’on a appelé la justice corrective et sa démonstration s’appuie sur l’impossibilité de définir une répartition quelconque des ressources comme juste. Rawls affirme, en revanche, qu’il est impossible de définir une transaction interpersonnelle comme juste de manière isolée, et qu’il faut au contraire pour cela que cette transaction prenne place dans une structure sociale juste. Mais loin de concevoir cette justice contextuelle en termes d’allocation de ressources – position que Hayek lui attribue à tort –, il la conçoit en termes de règles de coopération sur lesquelles les partenaires pourraient raisonnablement s’accorder. Le silence de Rawls pourrait donc s’expliquer par le fait qu’il concevait comme une impasse évidente toute tentative pour déterminer les éléments d’une justice commutative ou corrective indépendamment d’une théorie de la justice distributive et que, à ses yeux, il est tout simplement absurde de s’interroger sur la justice d’une transaction – d’un contrat, d’un échange, d’une appropriation – indépendamment du contexte structurel dans lequel elle prend place. Mais il pourrait s’expliquer aussi par le fait que Hayek prend à partie une conception de la justice distributive en termes d’allocation de biens et non en termes de règles de coopération que Rawls lui-même n’a jamais songé à soutenir et qu’il rejette explicitement. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Child's Creation of a Pictorial WorldEllen Handler SpitzThe Child'S Creation of a Pictorial World, by Claire Golomb. Mahwah, New Jersey: Erlbaum, 2004, 388 pp.Children's drawings fill us with wonder and delight. They may tend, however, to puzzle us, especially if we seek to comprehend them in terms appropriate to the drawings of mature artists or in terms relevant for other pictorial forms and expressions. Likewise, they may (...) puzzle us if we make the mistake of supposing that they represent in any direct or obvious way the cognitive development of young children or if we see them only as comical, inept efforts at depicting external reality. Children's drawings stimulate many nagging questions, among them the one as to why it should be that a child who knows so much and who is verbally so articulate may be graphically capable of depicting so little.Claire Golomb's work has proven extraordinarily helpful here as a corrective because Golomb, after many years of research and reflection, writes about these youthful creations not as "print-outs" of a child's mind. She sees them, rather, as exemplars of particular visual representational schemata that are generally available to and employed by young children. And although she regards these schemata as universal, she acknowledges that they are clearly subject to a wide range of individual variability. Over all, the value of Golomb's work lies in her extensive, descriptive research. Acknowledging her intellectual debt to her mentor, Rudolph Arnheim, Golomb reminds her readers that representation is never mimesis pure and simple. Representation is never, she tells us, the result of an "intention to copy nature." Therefore, when young children do otherwise, they ought not to be seen as failing. Their drawings ought not to be viewed as unsuccessful attempts to imitate nature or to depict with faithful realism what appears before their eyes. Rather, as Golomb states and attempts to demonstrate throughout the pages of her well-illustrated volume, children employ graphic schemata that develop over time in terms of shape, color, content, and composition. Ever seeking meaning, children create pictorial worlds that, while they have no one-to-one correlation with the perceptual world, are tied to it, importantly, nonetheless.Golomb assiduously describes and illustrates each of her studies so that her readers are treated to a panorama of this "orderly progression," as she puts it, this evolution of children's graphic work. Her book, moreover, is characterized by a certain social scientific aura; that is to say, she proffers statistics and quantifies her data to prove her points. She takes pains to argue, for example, from research conducted in tandem, apparently, with her daughter, that it is extremely difficult to differentiate, prima facie, the drawings of children who have been diagnosed as disturbed from those who are considered normal. Having worked for a couple of years in a residential treatment center for schizophrenic children, I would aver that this claim might be debatable. However, were one to be [End Page 120] able to so differentiate, this might constitute a challenge to Golomb's theory that the representational schemata are, as she puts it, "robust." According to her findings, they remain more or less in tact. Likewise with regard to the issue of cultural variables. Here Golomb argues, gently and respectfully, against positions taken by two other well-known scholars in the field, Brent and Marjory Wilson, who accord a higher priority than she does to cultural differences. According to the Wilsons, children's drawings are importantly influenced by whatever graphic models are made available to them in a given culture. For Golomb, however, these variables, while significant, do not interfere substantially with the universal classifications she proposes. As she writes, "The drawings of young children are as different one from another as fingerprints, yet they can be classified" (357).In general, then, the body of work Golomb offers in this second edition of her first volume published under the same title in 1992 by the University of California Press importantly contributes, as it initially did, to ongoing research in numerous fields, including art education, early childhood studies, art history, developmental psychology, anthropology, and art... (shrink)

This text contains the reactions of the Author to the debate developed during the meeting, and wishes to underline the aspects of art which have been less treated if not touched at all. Dance, sculpture and poetry are discussed with special reference to aspects belonging to the non?western world and to the irrational and emotional levels.

Le modèle républicain en France appartient-il au passé? La réponse à cette question ne semble plus faire de doute aujourd'hui. Pour les libéraux, le modèle jacobin fantasme l'égalité abstraite de tous les citoyens mais il ne réussit, au nom de cet idéal, qu'à étouffer la société civile sous le poids de la bureaucratie et à paralyser les initiatives et la liberté des individus. Les partisans déclarés de la république tiennent, pour leur part, que le projet d'autogouvernement est une arme de (...) résistance à la marchandisation et à la transformation de la société politique en servante de la production et des échanges. Si les libéraux ne veulent voir que l'économie, ils ne veulent voir que le politique, et demeurent convaincus qu'une société d'individus sans projet politique commun est vouée à la dévitalisation. Or le républicanisme français a toujours été autre. Etudié dans son moment le plus aigu, lors de l'affaire Dreyfus, quand ses grands philosophes le définirent face à ses adversaires, il révèle une philosophie politique originale. Profondément individualiste, elle pose que l'aspiration centrale de l'homme moderne - le bien être - est un objectif créateur de lien social pour autant qu'il est poursuivi dans des conditions d'égalité des chances. Cette égalité, qui légitime aux yeux de tous la quête individuelle du bien être, seule la présence de la puissance publique dans le jeu social la rend possible. Les sociétés modernes sont cimentées par la représentation de l'égalité de leurs membres. Or cette égalité trouve sa réalité non pas dans l'activité abstraite des citoyens débattant les uns avec les autres de ce qu'ils veulent faire ensemble, mais dans la construction d'un mode de répartition qui assure à chacun la même chance de vouloir et de faire par lui-même. Le fondement de l'être ensemble n'est pas l'action commune mais la justice de son objet. Inactuel, le républicanisme? (shrink)

A study of Strums life and influence on Christian higher education. Other the first translation of Strums Latin essays.

In lieu of an abstract, here is a brief excerpt of the content:Prelude to the Special Issue of the Journal of Aesthetic Education on Children’s LiteratureEllen Handler Spitz, Guest Editor (bio)When Professor Pradeep A. Dhillon, editor of the Journal of Aesthetic Education, suggested to me one day that I might guest edit a special issue of the journal devoted to the topic of children’s literature, my initial reticence was toppled and my sense of resolve buoyed as I began to (...) fantasize with billowing excitement about just how this might be done. First, I dreamt up the image of guest editor as bountiful hostess—setting out delectable dishes in an elegantly appointed banquet before the readers of this journal. That metaphor faded, however, despite Maria Tatar’s eloquent reminder to us in these pages that gastronomy has frequently and salubriously been juxtaposed with reading. I could not help worrying (even though children vociferously protest the logic of this problem) that one cannot have one’s cake and eat it too. Therefore, switching to music, I began to imagine the editor as conductor of a highly select ensemble of musicians, all gifted with glorious well-seasoned voices. They might perform a concert (recorded for posterity, of course) of pieces aimed at an audience of those who care passionately about aesthetics, education, literature, and above all about children, and at those who, perhaps with tenderness, still recall their own childhood reading.But how to accomplish this in practical terms? Well, I reasoned, I would simply invite a group of distinguished senior scholars who, having achieved their reputations in related fields and having written on other subjects as well, have published highly significant works pertaining to children’s literature. Each person would contribute a composition in his or her own voice, and there would be complete freedom, carte blanche, no holds barred—the only constraint being page numbers. Would the results turn out to be harmony or cacophony? Well, I speculated, if each voice were finely tuned, resonant, and clear, whether treble or bass, forte or pianissimo, the outcome—although [End Page 1] unpredictable in terms of specifics—would, unquestionably, be musical. But that, dear reader, is ultimately for you to judge, for you have now heard precisely how this issue came into being and will, we hope, read on. Each author I asked responded to my call with alacrity and, in his or her original style and tone, made my task as conductor a perfect pleasure.We offer you a work in three parts. First, you will encounter two melodious and euphonious pieces, contributed respectively by Marina Warner (“Out of an Old Toy Chest”) and Maria Tatar (“From Bookworms to Enchanted Hunters: Why Children Read”). Here, the overarching themes of children’s play and make believe are set up, analyzed, and explored. Playing and reading are placed side by side, as well as reasons why children love to read and how they are variously exhorted, extolled, and even occasionally excoriated by adults for doing so.Our second movement consists of three apparently unrelated motifs, contributed in turn by Gareth Matthews (“Philosophical Adventures in the Lands of Oz and Ev”), Seth Lerer (“Style and the Mole: Domestic Aesthetics in The Wind in the Willows”), and myself (“Ethos in Steig’s and Sendak’s Picture Books: The Connected and the Lonely Child”). Actually, however, these essays are not unrelated, for each motif arises from a particular mode of interpretation grounded in turn in philosophy, in literary history and theory, and in psychology. The works considered are all by notable writers for children: L. Frank Baum, Kenneth Grahame, William Steig, and Maurice Sendak.For our grand finale, we offer two sonorous, seriously challenging contributions, one by Jack Zipes (“Why Fantasy Matters Too Much”) and the other by Eliza T. Dresang and Bowie Kotrla (“Radical Change Theory and Synergistic Reading for Digital Age Youth”). These works grapple with contemporary matters, with fantasy, with technology, and with “radical change” as these can be discerned in the literature, imagery, and general cultural lives of today’s and even, quite possibly, of tomorrow’s children. Gesturing toward the future even more strikingly, we conclude this work with a flourishing coda in the actual voice of a living child... (shrink)

Friedl had us drawing what we like to do, what we dream about . . . She transported us to a different world. In his State of the Union address on January 25, 2011, United States President Barack Obama gave praiseworthy preeminence to education and to his “Race to the Top” program. However, he deemed only two fields of education worthy of note, namely, math and science. He mentioned these areas of knowledge several times during his speech but omitted any (...) reference to educating children in the arts. This is a regrettable oversight, as arts education nationwide and perhaps worldwide has been progressively undervalued and underfunded. Yet, as one of America’s finest poets, James Weldon Johnson .. (shrink)

L'individualisme radical a souvent été considéré comme le signe distinctif de la philosophie politique moderne : chacun étant à lui-même la mesure de son propre bien, les règles communes de justice et de droit ne peuvent naître que du consentement, du contrat ou de l'artifice. Le présent ouvrage entend au contraire étudier la manière dont l'œuvre de Locke recompose l'idée de normes de moralité commune fondées en nature, de manière à la rendre compatible avec un individualisme de responsabilité éthique, et (...) à pouvoir ainsi l'injecter au cœur de la conception moderne de la liberté. C'est en effet autour de normes naturelles que les individus sont unis - indépendamment de leur assujettissement à un pouvoir - en une communauté pré-politique dont les principes sont implicitement affirmés dans le moment de la constitution de l'autorité civile. Grâce à cette communauté éthique naturelle, les citoyens des démocraties modernes convergent sur des principes abstraits de moralité et de décence qui leur permettent de ne pas devoir le tout de la société qu'ils forment les uns avec les autres à l'autorité qu'ils se donnent par artifice, et d'être en mesure d'opposer à la puissance civile constituée par contrat le nécessaire respect des normes qui forment l'ossature de leur union. La liberté moderne se trouve ainsi fondée, grâce à Locke, non seulement sur des mécanismes constitutionnels qui arrêtent le pouvoir par le pouvoir, mais aussi par l'idée que l'institution de l'autorité se fait sous le regard d'une conscience morale des associés, et que sa légitimité tient au respect des principes sur lesquels ils s'unissent. (shrink)

La philosophie politique peut-elle échapper à l’alternative d’être soit téléologique , soit déontologique ? Les paralogismes de l’approche déontologique et contractualiste étant connus, est-il possible de développer une approche qui demeure téléologique sans porter atteinte au pluralisme raisonnable des conceptions du bien ? La version contemporaine du républicanisme explore une telle possibilité en montrant comment l’État pourrait poursuivre une conception du bien en termes de non-domination définie comme le fait de répudier comme illégitime tout emploi de la contrainte dont l’objet (...) est d’assurer la prédominance d’une vision du bien sur les autres.Can political philosophy escape the alternative of being either teleological or deontological ? The intellectual dead ends of the contractualist and deontological approach being well known, is it possible to put forth a philosophical approach which would remain teleological without impairing the reasonable plurality of the comprehensive conceptions of the good ? The contemporary version of republicanism investigates such a possibility, showing how the state could enforce a conception of the good as non-domination and defining this non-domination as the denial that any use of coercion can be legitimate if it aims at securing the pre-eminence of one conception of the good over the others. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethos in Steig’s and Sendak’s Picture Books: The Connected and the Lonely ChildEllen Handler SpitzThere was the child, listening to everything...—Yasunari Kawabata1IntroductionPicture-book characters spring to life in both verbal and visual registers. Moving about the page before our eyes as well as speaking and acting in their respective stories, they often make a long-lasting impact on children. Pictures and words, moreover, may overlap but are never commensurate; like the (...) words and notes of a song, they mean and evoke differently even while being experienced together. This brief essay considers a small selection of works by two distinguished twentieth-century American authors-artists: William Steig (1907–2003) and Maurice Sendak (b. 1928). It argues that, with their artful words and pictures, Steig and Sendak construct very different—even contrasting—visions of childhood. By “ethos” in this context I mean to suggest a vision of what a child is, a sense of what it means both to be a child and to address one. Such visions differ not only through the ages and from one culture and locale to another but also from one author-artist of the same period and locale to another. Invited to speak on Sendak’s and Steig’s respective works at meetings scheduled just a week apart in New York City during the winter of 2007, I found in these paired invitations a fortuitous opportunity to juxtapose several of their works and thereby discover some arresting contrasts and formulate the following readings.2First, a word on the topic of methodology. Nearly one hundred years have elapsed since Freud published his celebrated-cum-notorious foray into psychobiography with Leonardo da Vinci and a Memory of His Childhood,3 wherein shards of circumstantial biographical evidence were laid out in seductive mosaic patterns secured with a grout of ingenious speculation. Despite subsequent decades of critical reflection, Freud’s method soldiers on nonetheless as a modus operandi in the psychological interpretation of art and literature.4 By bracketing a small selection of Steig’s and Sendak’s works here and limiting myself to extracting a tentative underlying ethos from them, I am [End Page 64] taking the position that to write psychologically one need not mention or exploit a creator’s personal life. This essay points gently toward psychological approaches that ask what we can see when we look carefully at the pages of works. What can we find when we share children’s books with children? Why, for example, has Sendak’s Where the Wild Things Are sold over seventeen million copies (and its Amazon rank last time I checked was around 145, which means that only 144 other books in the United States were selling more copies at that particular moment), whereas his later work Outside Over There—a book that apparently figures prominently in his personal life—comes nowhere close?5 While market figures do not correlate flawlessly with children’s actual preferences (adults, not children, are the buyers), I would aver that, in this case, they do reflect the success and beloved status of Where the Wild Things Are, since the figures tally with additional facts: the book continues to appeal in its fifth decade post publication; it is known and has been translated worldwide, dramatized, and set to music6; and its characters have been fashioned into ubiquitous stuffed toys. On the other hand, in my (limited) experience, young children seem to find Outside Over There unsettling, unintelligible, even “creepy” and often have trouble sitting still through a full rendition. Some adults, on the other hand, praise that book as poetic and admire its more complex art. Such discrepancies in reception deserve our attention; they hint at fallow fertile fields lying over the rainbow, far beyond the much-plowed tracts of authorial psychobiography. This essay gestures casually toward those fields.The Connected Child“My dear Deborah,” said Doctor De Soto, “you must have been reading my mind.7Let’s begin with William Steig, who is best known for his New Yorker cartoons. His work for children extends back to 1968,8 however, when he was already a man in his sixties. Setting aside the... (shrink)

Art teaches us not only what to see but what to be.Artists refashion stories with paintbrush and chisel. Their narrations reach back through time to the mysteries of cave painting at Altamira and Lascaux, over seventeen thousand years ago. We no longer know what stories the pictures on those walls were meant to illustrate, but we can try to imagine, even now.1Images speak a different language from words. They tell stories differently. Yet, for many generations, since art history was legitimized (...) as a discipline in American academia, early in the twentieth century2 illustration has been treated with a measure of condescension. Bernard Berenson, among others, intimates, in his Italian Painters of the Renaissance.. (shrink)

Drawing on psychoanalytic discourse, the author of this work probes the use of words and images in contemporary culture. She draws upon a number of artistic movements and exhibitions to examine the emotional and intellectual responses to art.

In lieu of an abstract, here is a brief excerpt of the content:Ethos in Steig’s and Sendak’s Picture Books: The Connected and the Lonely ChildEllen Handler SpitzThere was the child, listening to everything...—Yasunari Kawabata1IntroductionPicture-book characters spring to life in both verbal and visual registers. Moving about the page before our eyes as well as speaking and acting in their respective stories, they often make a long-lasting impact on children. Pictures and words, moreover, may overlap but are never commensurate; like the (...) words and notes of a song, they mean and evoke differently even while being experienced together. This brief essay considers a small selection of works by two distinguished twentieth-century American authors-artists: William Steig (1907–2003) and Maurice Sendak (b. 1928). It argues that, with their artful words and pictures, Steig and Sendak construct very different—even contrasting—visions of childhood. By “ethos” in this context I mean to suggest a vision of what a child is, a sense of what it means both to be a child and to address one. Such visions differ not only through the ages and from one culture and locale to another but also from one author-artist of the same period and locale to another. Invited to speak on Sendak’s and Steig’s respective works at meetings scheduled just a week apart in New York City during the winter of 2007, I found in these paired invitations a fortuitous opportunity to juxtapose several of their works and thereby discover some arresting contrasts and formulate the following readings.2First, a word on the topic of methodology. Nearly one hundred years have elapsed since Freud published his celebrated-cum-notorious foray into psychobiography with Leonardo da Vinci and a Memory of His Childhood,3 wherein shards of circumstantial biographical evidence were laid out in seductive mosaic patterns secured with a grout of ingenious speculation. Despite subsequent decades of critical reflection, Freud’s method soldiers on nonetheless as a modus operandi in the psychological interpretation of art and literature.4 By bracketing a small selection of Steig’s and Sendak’s works here and limiting myself to extracting a tentative underlying ethos from them, I am [End Page 64] taking the position that to write psychologically one need not mention or exploit a creator’s personal life. This essay points gently toward psychological approaches that ask what we can see when we look carefully at the pages of works. What can we find when we share children’s books with children? Why, for example, has Sendak’s Where the Wild Things Are sold over seventeen million copies (and its Amazon rank last time I checked was around 145, which means that only 144 other books in the United States were selling more copies at that particular moment), whereas his later work Outside Over There—a book that apparently figures prominently in his personal life—comes nowhere close?5 While market figures do not correlate flawlessly with children’s actual preferences (adults, not children, are the buyers), I would aver that, in this case, they do reflect the success and beloved status of Where the Wild Things Are, since the figures tally with additional facts: the book continues to appeal in its fifth decade post publication; it is known and has been translated worldwide, dramatized, and set to music6; and its characters have been fashioned into ubiquitous stuffed toys. On the other hand, in my (limited) experience, young children seem to find Outside Over There unsettling, unintelligible, even “creepy” and often have trouble sitting still through a full rendition. Some adults, on the other hand, praise that book as poetic and admire its more complex art. Such discrepancies in reception deserve our attention; they hint at fallow fertile fields lying over the rainbow, far beyond the much-plowed tracts of authorial psychobiography. This essay gestures casually toward those fields.The Connected Child“My dear Deborah,” said Doctor De Soto, “you must have been reading my mind.7Let’s begin with William Steig, who is best known for his New Yorker cartoons. His work for children extends back to 1968,8 however, when he was already a man in his sixties. Setting aside the... (shrink)

La pensée politique de Philip Pettit incarne aujourd'hui une école "républicaine", qui tente de trouver une troisième voie entre le libéralisme de John Rawis et ses critiques communautariens comme Charles Taylor. Mais le républicanisme de Pettit ne peut se comprendre sans prendre en compte l'autre versant de ses travaux, qui poilent sur les fondements de l'économie et des sciences sociales. Sans paradoxe, il se qualifie lui-même "d'individualiste poliste". Le coeur de sa pensée tient dans cette articulation originale. dont les conséquences (...) politiques tonnent une théorie républicaine de la liberté et de la démocratie. Les hommes ne peuvent penser que les uns avec les autres, en commun. II faut donc briser le tabou moderne selon lequel toutes les valeurs politiques doivent pouvoir être traduites en termes individualistes. Si l'homme n'est homme que parce qu'il pense et échange avec ses semblables, les valeurs politiques doivent être représentées comme des valeurs sociales. A l'opposé de tout atomisme. Pettit développe ainsi une métaphysique sociale "holiste". Mais ces valeurs ne peuvent pour autant s'imposer aux individus. Quoique nous fassions ensemble, il faut que chacun puisse y donner son consentement, car chaque personne doit être considérée comme un être moral indépendant et d'égale valeur. (shrink)

Prenant acte du fait que, dans la définition de la laïcité, les problèmes de frontière entre l’État et la religion sont insolubles, Cécile Laborde propose de contourner ce problème en définissant seulement ce dont l’État libéral doit s’abstenir lorsqu’il justifie les contraintes qu’il impose : des idées inaccessibles, des représentations exclusives, discriminatoires, ou faisant allusion à une conception de la vie bonne. Si des idées ou représentations sont indemnes de ces caractéristiques, elles peuvent – religieuses ou non – figurer dans (...) un discours public. Si elles ne le sont pas, elles sont interdites, qu’elles soient religieuses ou non. L’article émet quelques doutes sur la viabilité de cette analyse : peut-il exister des idées accessibles qui ne soient ni excluantes ni porteuses d’une conception compréhensive du bien tout en n’étant pas partagées au sens clivant du terme? Peut-on réellement faire l’économie d’une définition du religieux pour tracer les limites de l’État libéral? (shrink)

Issue de Rousseau, une tradition de pensée politique spécifiquement républicaine insiste sur l’idée qu’il ne peut exister de liberté individuelle sans une certaine égalité de conditions ; sans une telle égalité, les droits individuels ne sont en effet qu’une duperie et se transforment en instruments d’oppression. Que faire d’une telle idée aujourd’hui ? L’article fait état de quelques-unes des réponses possibles proposées par les philosophes politiques du XIXe siècle français pour répondre à cette question et en souligne la pertinence dans (...) l’univers du libéralisme.— Stemming from Rousseau, a tradition of specifically republican political thought emphasizes that there can be no individual liberty without some kind of equality of material conditions ; without such an equality, equal rights would amount to a fallacy or would transform themselves into instruments of oppression. What should we do of such an idea today ? The paper explores several possible answers put forth in order to answer that question by French political philosophers of the XIXth century and it stresses its relevance in the in the intellectual ambit of contemporary liberalism. (shrink)

This essay is prompted, in part, by a spate of alarmist articles in the media over the past several years concerning what journalists have called "the creativity crisis,"2 articles claiming, in other words, that American creativity is in decline. A corresponding call has arisen to seek remedies and determine how creativity might be fostered in the lives of children so as to stem the tide of this (alleged) decline. While taking these dramatic concerns and pronouncements cum grano salis, this article (...) responds, nevertheless, by extracting a set of themes drawn from the childhoods of three individuals whose remarkable contributions to the disparate fields of science, classical music, and visual art are beyond.. (shrink)

To this day, Polynesian people continue to be reduced to the myth of the Good Savage. Beyond fables of innocence, protection and salvation, it is essential to reintegrate them within a truly human history, which accepts men and women in their bravery as well as in their pettiness, in their treasons as in their truthfulness, in their violence as in their generosity, in their hates as in their compassions. This would call for the deconstruction of 200 years of domineering, imperialism (...) and occupation. This would also put into question most of the current approaches, which assume that civilisation has to be Western, that Progress has to be material, and that the future has to be globalized. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Pictorial World of the ChildEllen Handler SpitzThe Pictorial World of the Child, by Maureen Cox. Cambridge: Cambridge University Press, 2005, 357 pp., paper.Scholarly, informative, and impartial are adjectives that spring to mind with respect to Maureen Cox's book, The Pictorial World of the Child, a text principally but not exclusively devoted to the subject of children's drawings and to ways in which children seem to understand pictorial (...) representations as well as create them. Because of its clarity and comprehensiveness, this book seems well-suited for classroom use. Effectively organized into a cogent selection of significant subtopics, it summarizes and presents a vast array of contributions by colleagues whose work Cox surely respects and treats in an admirably evenhanded way. Since, as she states at the beginning of her book, a serious scholarly interest in children's pictures has been with us for over a century, her task is prodigious, and she accomplishes it with grace and precision. It is perhaps to her credit that Cox does not argue passionately on one side or another of a host of thorny issues in her field about which many scholars, teachers, and theorists seem to exhibit strong one-sided views. How should art be taught to young children, for example? Should they be given total freedom or required to perform an ordered set of tasks? In every case, Cox offers her readers a panoply of perspectives and invites them to entertain the spectrum of opinion and then decide for themselves or not.The book is written, therefore, as far as I can tell, to promulgate no particular thesis of any kind. It simply is what it purports to be, namely, an overview of the field by someone who has a deep knowledge of it. It informs and educates through its systematic citation of experimental situations, test results, evaluations, neurological research, art historical material, and the like, and, while acknowledging disagreements right and left, it does not enter into philosophical debate. If one were inclined to fault the book at all, one might criticize it for this—that is, for lacking sufficient skepticism and deep questioning. But surely that would be niggardly, for nowhere does Cox state philosophizing to be her purpose in these pages. I would argue, in fact, to the contrary—that Cox underestimates herself when she states as her principal aim merely the furthering of interest in and appreciation of children's drawings (7). To my mind, she goes far beyond that modest goal to enlighten and educate her readers.Let me give some examples of Cox's treatment of controversial topics. It is arguable, for example, as to whether or not young children understand representational duality and can tell the difference between a pictured representation and the object pictured. A broad spectrum of research, claims, and beliefs are citable on both sides here, with the most up-to-date [End Page 110] scholars being persuaded that young children are far more sophisticated than we had previously thought. But conjure up, if you will, on the other side that well-known photograph in which a baby holds a picture of a clock to his ear and tries to hear it ticking. (This image, subtitled "How they read it," was printed on the jacket of Mary Calderone and Edward Steichen's The First Picture Book of 1930, which was reissued by the Frances Mulhall Achilles Library at the Whitney Museum of American Art, New York, in 1991.) After citing numerous sources and experiments, Cox equivocates as follows: "It seems that young children may know the difference between a picture and the real object it represents, but their behaviour is often confusing" (25); to me, this seems exactly right. We simply cannot accept a blanket statement meant to cover all cases, and, as with many or even most of the topics under consideration in this book, there are no definitive answers. Thus, the fact that Cox chooses to present intriguing research but leave the conclusions open seems preferable to joining sides in a spurious debate and one, perforce, with huge cultural and historical contingencies, contingencies to which indeed she pays heed from time to time... (shrink)

Nacido en 1790 y fallecido en 1932 víctima de la pandemia de cólera, Thomas Skidmore es uno de los principales representantes del agrarismo en los Estados Unidos de la primera mitad del siglo XIX. Inspirado por las ideas desarrolladas por Thomas Paine en Agrarian Justice, en 1829 publicó el libro The rights of Man to property en el que desarrolla las consecuencias de la idea según la cual, siendo el mundo una propiedad común de todos los hombres, cada uno tiene (...) un derecho imprescriptible a una parte igual de los recursos naturales. Entre estas consecuencias figura la tesis de que este derecho hace imposible todo derecho a testar, pues tal derecho haría de todo punto imposible que cada nuevo individuo incorporado tuviera acceso a la justa parte de propiedad a la que tendría derecho. Skidmore elabora así una teoría precisa acerca de las razones por las que el testador, tras su muerte, no puede tener derecho alguno sobre los bienes de los que fue propietario en vida. Born in 1790 and victim of the cholera pandemics in 1832, Thomas Skidmore is one of the main representatives of agrarianism in the United states during the first half of the XIXth century. Inspired by the principles Thomas Paine had put forth in Agrarian justice, Skidmore publishes in 1829 a book entitled The rights of man to property in which he states the consequences of the idea that, the world being the common property of all men, every individual has an imprescriptible right to an equal share of natural resources. Among those consequences is the claim that such a principle makes any right of bequest and inheritance absolutely impossible, since such a right would make it impossible that each new individual arriving in the world has an effective right of access to the just share of property he is entitled to. Skidmore builds in consequence a precise explanation of the reasons why the testator, after his death, can no longer have any right over the properties he owned during his lifetime. (shrink)