This is the second of two volumes which together provide a comprehensive look at the rich and colorful history of higher education exchange between the United States and the countries of the Middle East. Twenty-first century developments, and the current scope and character of higher education exchange between America and the Middle East are explored in this new book.

Higher education exchange between America and the Middle East is a comparatively recent development, but the colorful history of circumstances and events that preceded the relationship is ancient and deep. Here, Brawner explores the multifarious and intriguing story from antiquity to the end of the twentieth century.

Health economists claim to use market economics combined with the microeconomic concepts of opportunity cost and the margin to advise on priority setting. However, they are advising on setting priorities through a macro-economic analysis using the costs of the supplier, thus prioritising the producer and not the consumer as the dynamic of economic activity. For health economists any contention within priority setting is due to lack of data not their confusion over fundamental concepts.

Health economists claim to use market economics combined with the microeconomic concepts of opportunity cost and the margin to advise on priority setting. However, they are advising on setting priorities through a macro-economic analysis using the costs of the supplier, thus prioritising the producer and not the consumer as the dynamic of economic activity. For health economists any contention within priority setting is due to lack of data not their confusion over fundamental concepts.

Metapsychy, or metapsychics, is the French science known in English-speaking countries as parapsychology or psychical research. As Régine Plas has shown, the ‘psychic’ phenomena were among the first subjects of psychological inquiry. Like many of his colleagues, Henri Piéron began his career researching apparent telepathic phenomena, and in collaboration with Nicolae Vaschide explained them in terms of an ‘intellectual parallelism’. From 1913 onward, Piéron developed the ‘Métapsychie’ section of L’année psychologique, where he used his critical skills to sometimes foster and (...) sometimes discourage this field of research. In the background to these events was the issue of metapsychy's place within the field of psychology, a field on which Piéron had himself helped to confer institutional and professional status. The growing disparity between metapsychy and psychology suggested a distinct demarcation between the two disciplines, with Piéron zealously fulfilling a missionary role as one of several gatekeepers. While open to what were presented as new examples of physiologically objectified psychic activity, he never really seems to have observed anything he considered convincing and so generally suspected fraud. His interventions played a role in the emancipation/expulsion of metapsychy from the nascent field of psychology, with the advantage of increasing recognition of the epistemic authority of the latter. (shrink)

Presentation at "Filosofidagarna 2001", Stockholm, Sweden.

I sitt berömda bevis för tidens overklighet påstod McTaggart att det sätt händelser tycks skifta position i tiden från framtid till nutid och till förfluten tid, innebär en motsägelse. Vad McTaggart egentligen menade har varit föremål för en livlig debatt ända sedan beviset först publicerades 1908. Beviset består av två delar. I den första argumenterar McTaggart för att ingenting kan förändras förutom genom att övergå från framtid till förfluten tid. I den andra argumenterar han för att en sådan övergång (...) innebär en motsägelse och att det därför inte kan finnas någon förändring överhuvudtaget, vilket i sin tur innebär att det heller inte finns någon tid. De flesta filosofer är i dag eniga om att McTaggart har fel, men oeniga om på vilket sätt han har fel. Olika filosofer förkastar olika delar av beviset, beroende på om de har vad som kallas en A- eller B-uppfattning av tiden. De som har en A-uppfattning förnekar att tid förstådd som övergång från framtid till förfluten tid är motsägelsefull. De som har en B-uppfattning förnekar att en övergång från framtid till förfluten tid är nödvändig för förändring, men håller med om att sådan övergång är motsägelsefull. Det är min uppfattning att denna oenighet beror på att McTaggarts argument från första början blivit missuppfattat, av både A- och B-teoretiker. Av någon anledning har det alltid betraktats som ett självständigt argument, ett som är oberoende av det ontologiska system McTaggart förespråkade. Jag föreslår ett nytt sätt att förstå hur han menade att tiden är motsägelsefull. Ett sätt som tar hans ontologiska system som utgångspunkt. (shrink)

There is mounting evidence that language comprehension involves the activation of mental imagery of the content of utterances (Barsalou, 1999;Bergen, Chang, & Narayan, 2004;Bergen, Narayan, & Feldman, 2003;Narayan, Bergen, & Weinberg, 2004;Richardson, Spivey, McRae, & Barsalou, 2003;Stanfield & Zwaan, 2001;Zwaan, Stanfield, & Yaxley, 2002). This imagery can have motor or perceptual content. Three main questions about the process remain under‐explored, however. First, are lexical associations with perception or motion sufficient to yield mental simulation, or is the integration of lexical (...) semantics into larger structures, like sentences, necessary? Second, what linguistic elements (e.g., verbs, nouns, etc.) trigger mental simulations? Third, how detailed are the visual simulations that are performed? A series of behavioral experiments address these questions, using a visual object categorization task to investigate whether up‐ or down‐related language selectively interferes with visual processing in the same part of the visual field (followingRichardson et al., 2003). The results demonstrate that either subject nouns or main verbs can trigger visual imagery, but only when used in literal sentences about real space—metaphorical language does not yield significant effects—which implies that it is the comprehension of the sentence as a whole and not simply lexical associations that yields imagery effects. These studies also show that the evoked imagery contains detail as to the part of the visual field where the described scene would take place. (shrink)

Vagueness as Indeterminacy. I defend the traditional view that a vague term is one with an indeterminate denotation from a bevy of recent challenges.

This article derives from a doctoral thesis in which a particular discourse was used as a ‘paradigm case’. From this discourse an ethic set within a South African culture arose. Using many cultural ‘voices’ to aid the understanding of this narrative, the ethic shows that one can build on both a ‘justice’ and a ‘care’ ethic. With further development based on African culture one can take the ethic of care deeper and reveal ‘layers of understanding’. Care, together with compassion, forms (...) the foundation of morality. Nursing ethics has followed particular western moral philosophers. Often nursing ethics has been taught along the lines of Kohlberg’s theory of morality, with its emphasis on rules, rights, duties and general obligations. These principles were universalistic, masculine and noncontextual. However, there is a new ethical movement among Thomist philosophers along the lines to be expounded in this article. Nurses such as Benner, Bevis, Dunlop, Fry and Gadow - to name but a few - have welcomed the concept of an ‘ethic of care’. Gilligan’s work gave a feminist view and situated ethics in the everyday aspects of responsiveness, responsibility, context and concern. Shutte’s search for a ‘philosophy for Africa’ has resulted in finding similarities in Setiloane and in Senghor with those of Thomist philosophers. Using this African philosophy and a research participant’s narrative, an African ethic evolves out of the African proverb: ‘A person is a person through other persons’, or its alternative rendering: ‘I am because we are: we are because I am.’ This hermeneutic narrative reveals ‘the way affect imbues activity with ethical meaning’ within the context of a black nursing sister in a rural South African hospital. It expands upon the above proverb and incorporates the South African constitutional idea of ‘Ubuntu’ (compassion and justice or humanness). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Kant’s Just War TheoryBrian OrendKant is often cited as one of the first truly international political philosophers. Unlike the vast majority of his predecessors, Kant views a purely domestic or national conception of justice as radically incomplete; we must, he insists, also turn our faculties of critical judgment towards the international plane. When he does so, what results is one of the most powerful and principled conceptions of international (...) justice ever constructed. Kant’s central concept, that it is a demand of our own practical reason that we forge a cosmopolitan federation of free republics, based on the rule of law, human rights, and cultural and commercial development, still resonates today as a plausible and hopeful prescription for humanity’s future.Much of Kant’s international theory has recently received searching analysis and evaluation. But the bulk of this consideration has focused on Kant’s descriptive, as opposed to prescriptive, claims. Lavish attention, for example, has been showered on his assertion that perpetual peace is inevitable—that our natural antagonism will irresistibly incline us, after many failures, to establish an international juridical condition. Comparatively little has been done on thoroughly evaluating Kant’s normative claims of international justice, particularly with regard to his ideal corpus of international law and his concrete recommendations for moving from a global state of nature to a cosmopolitan civil society.1In this paper, I would like to contribute to the latter task by focusing on the moral problem that war poses as, arguably, the most frequent and severe cause [End Page 323] of ruptures in the functioning of the international system.2 In particular, I would like to argue in favour of the controversial, and original, thesis that Kant has a just war theory.3 I would then like to develop that theory in some detail and to explain its strength and suggestiveness. The focus on war seems both helpful and timely. It is helpful in that it provides a specific, graphic example with which one can apprehend more clearly the abstract architecture of Kant’s international vision. It is timely in that, in the wake of the very recent conflicts in Bosnia and Rwanda, and in light of the subsequent formation of the International War Crimes Tribunals at The Hague, renewed attention has been paid to considering what, if anything, constitutes a just war and what is permitted, and what punishable, in terms of conduct in war. A rigorous consideration of what one of the true giants of moral philosophy thought about these issues can only serve to illuminate our understanding of these current events.1. THE TRADITIONAL READING OF KANT: NO JUST WARNearly every commentator on Kant’s international theory of justice who discusses the problem of war in any detail believes that Kant not only has no just war theory, but that he is, moreover, a vicious critic of the core propositions of classical just war theorists, such as Augustine, Aquinas, and Grotius. Howard Williams, for example, says that “Kant has no theory of just war … (j)ustice and war are in conflict with one another and it is our duty as human beings to try to overcome war.” Fernando Teson contends that “Kant dismisses the idea that there could be a just war” and Georg Geismann asserts that, for Kant, “there is no such thing as a just war.” Similarly, W. B. Gallie asserts that “Kant agreed … that nothing but confusion and harm resulted from regarding any wars as just … ” There is a bevy of quotes in the Kantian corpus to support this reading.4One prominent anti-just war quote occurs in Perpetual Peace, when Kant [End Page 324] reflects on the contributions of traditional just war theorists and arrives at the following judgment:It is therefore to be wondered at that the word right has not been completely banished from military politics as superfluous pedantry, and that no state has been bold enough to declare itself publicly in favour of doing so. For Hugo Grotius, Pufendorf, Vattel and the rest (sorry comforters as they are) are still dutifully quoted in justification of military aggression, although their philosophically or diplomatically formulated codes do not and... (shrink)

This volume makes a philosophical contribution to the application of neuroscience in education. It frames neuroscience research in novel ways around educational conceptualizing and practices, while also taking a critical look at conceptual problems in neuroeducation and at the economic reasons driving the mind-brain education movement. It offers alternative approaches for situating neuroscience in educational research and practice, including non-reductionist models drawing from Dewey and phenomenological philosophers such as Martin Heidegger and Merleau-Ponty. The volume gathers together an international bevy of (...) leading philosophers of education who are in a unique position to contribute conceptually rich and theoretically framed insight on these new developments. The essays form an emerging dialogue to be used within philosophy of education as well as neuroeducation, educational psychology, teacher education and curriculum studies. (shrink)

Since its resurgence in the 1990s, character education has been subject to a bevy of common criticisms, including that it is didactic and crudely behaviorist; premised on a faulty trait psychology; victim‐blaming; culturally imperialist, racist, religious, or ideologically conservative; and many other horrible things besides. Matt Ferkany and Benjamin Creed examine an intellectualist Aristotelian form of character education that has gained popularity recently and find that it is largely not susceptible to such criticisms. In this form, character education is education (...) for practically intelligent virtue, or the intrinsically motivated and psychically harmonious exercise of robust and stable traits involving practical intelligence conducive to individual and collective human flourishing. (shrink)

For the past thirty years, the Transitional Justice (TJ) research program has been undergoing a period of transition, simultaneously expanding and consolidating; in one sense, expanding its scope to encompass the measurement of TJ’s impact and the redefinition of ‘transitional’ to include societies afflicted by deep social and economic injustice; and in a second sense, consolidating its practical approach to promoting democracy and peace by developing best practices for institutionalizing TJ. While there have been advances in designing new TJ mechanisms (...) and remedying the concept’s under-theorization, little comparative progress has been made to date in offering a guiding framework for TJ’s push to institutionalize. The thesis of this article is that philosophical pragmatism, specifically Deweyan pragmatism, offers a bevy of resources—a virtual tool-kit—for scholars and practitioners wishing to design TJ-friendly institutions within transitional societies. (shrink)

In The Causal Exclusion Problem, the popular strategy of abandoning any one of the principles constituting the causal exclusion problem is considered, but ultimately rejected. The metaphysical foundations undergirding the causal exclusion problem are then explored, revealing that the causal exclusion problem cannot be dislodged by undermining its metaphysical foundations – as some are in the habit of doing. Finally, the significant difficulties associated with the bevy of contemporary nonreductive solutions, from supervenience to emergentism, are expanded upon. While conducting this (...) survey of contemporary options, however, two novel approaches are introduced, both of which may resolve the causal exclusion problem from within a nonreductive physicalist paradigm. (shrink)

This volume considers the numerous philosophical ideas and arguments found in and inspired by the critically acclaimed series Breaking Bad. This show garnered both critical and popular attention for its portrayal of a cancer-stricken, middle-aged, middle-class, high school chemistry teacher’s drift into the dark world of selling methamphetamine to support his family. Its characters, situations, and aesthetic raise serious and familiar philosophical issues, especially related to ethics and morality. The show provokes a bevy of rich questions and discussion points, such (...) as: What are the ethical issues surrounding drugs? What lessons about existentialism and fatalism does the show present? How does the show grapple with the concept of the end ‘justifying’ the means? Is Walt really free not to ‘break bad’? Can he be redeemed? What is the definition and nature of badness itself? Contributors address these and other questions as they dissect the legacy of the show and discuss its contributions to philosophical conversations. (shrink)

I dette nummeret av Etikk i Praksis belyses et etisk dilemma om premiering eller sanksjoner for deltakelse/ikke-deltakelse i nasjonale screeningprogram for kreft, i artikkelen «En etisk diskussion af screening for kræftsygdomme» av John Brodersen, Peter Laurs Sørensen, Fía Lindenskov og Lonny Henriksen. Dette er belyst gjennom intervjuer hvor divergerende meninger gjenspeiler at vi har svært begrenset kunnskap om både kort- og langtidseffekt av screening for kreft. Den politiske viljen til å innføre screeningprogram har utvilsomt vært sterkere enn viljen til å (...) fremskaffe vitenskapelig bevis for eventuell nytteeffekt gjennom randomiserte studier. Randomiserte studier på screening er svært dyre og har ofte et langt tidsperspektiv før resultater kan foreligge og danne et relevant kunnskapsgrunnlag for en nasjonal screeningstrategi. Resultatene kan også være kulturavhengige. Det understreker behovet for flere randomiserte studier. Det må også poengteres at ethvert land som har råd til å vurdere innføring av et screeningprogram, har også råd til å finansiere randomiserte studier i forkant. En omfattende randomisert studie på fleksibel sigmoidoskopiscreening for tarmkreft har vist at deltakelse i screeningprogram kan føre til et redusert egenansvar for sunn livsstil og dermed økt risiko for livsstilssykdommer. Her ligger det altså en pedagogisk utfordring som kan variere fra land til land og mellom forskjellige screeningmetoder. (shrink)

Can nature be restored to a pristine state through deliberate action? Must the preservation of wilderness always subordinate the interests of humans to those of other species? Can indigenous peoples be entrusted with the guardianship of their own wild resources? This collection of international writings tackles tough questions like these as it expands wilderness conservation beyond its American roots. One of the first anthologies to consider wilderness as a global issue, it takes a stand against the notion that wilderness is (...) a northern colonialist conceit and is irrelevant to the plans of third world countries. Contributions from all over the planetÑ Nepal, Borneo, Brazil, Chile, Mexico, Papua New Guinea, Kenya, South Africa, India, and the United StatesÑ show instead that wilderness has an important place in the environmental thought and policy of any nation, industrial or developing. The World and the Wild boldly advances the idea that our concept of wilderness must expand to take in new vistas. It breaks fresh ground in global environmentalism and is essential reading for anyone concerned with development issues related to conservation. Contents Foreword: Whither World Wilderness? / Vance G. Martin Introduction: Wilderness in the Rest of the World / David Rothenberg How Can Four Trees Make a Jungle? / Pramod Parajuli The Unpaintable West / Zeese Papanikolas Restoring Wilderness or Reclaiming Forests? / Sahotra Sarkar For Indian Wilderness / Philip Cafaro and Monish Verma In the Dust of Kilimanjaro / David Western Why Conservation in the Tropics Is Failing / John Terborgh "Trouble in Paradise": An Exchange / David Western and John Terborgh Zulu History / Ian Player Bruno Manser and the Penan / William W. Bevis Roads Where There Have Long Been Trails / Kathleen Harrison Volcano Dreams / Tom Vanderbilt Recycled Rain Forest Myths / Antonio Carlos Diegues The Park of Ten Thousand Waterfalls / Dan Imhoff Mapping the Wild / Edward A. Whitesell Earth Jazz / Evan Eisenberg They Trampled on Our Taboos / Damien Arabagali. (shrink)

Science and mathematics continually change in their tools, methods, and concepts. Many of these changes are not just modifications but progress---steps to be admired. But what constitutes progress? This dissertation addresses one central source of intellectual advancement in both disciplines: reformulating a problem-solving plan into a new, logically compatible one. For short, I call these cases of compatible problem-solving plans "reformulations." Two aspects of reformulations are puzzling. First, reformulating is often unnecessary. Given that we could already solve a problem using (...) an older formulation, what do we gain by reformulating? Second, some reformulations are genuinely trivial or insignificant. Merely replacing one symbol with another does not lead to intellectual progress. What distinguishes significant reformulations from trivial ones? According to what I call "conceptualism" (or "conceptual empiricism"), reformulations are intellectually significant when they provide a different plan for solving problems. Significant reformulations provide inferentially different routes to the same solution. In contrast, trivial reformulations provide exactly the same problem-solving plans, and hence they do not change our understanding. This answers the second question about what distinguishes trivial from significant reformulations. However, the first question remains: what makes a new way of solving an old problem valuable? Here, a bevy of practical considerations come to mind: one formulation might be faster, less complicated, or use more familiar concepts. According to "instrumentalism," these practical benefits are all there is to reformulating. Some reformulations are simply more instrumentally valuable for meeting the aims of science than others. At another extreme, "fundamentalism" contends that a reformulation is valuable when it provides a more fundamental description of reality. According to this view, some reformulations directly contribute to the metaphysical aim of carving reality at its joints. Conceptualism develops a middle ground between instrumentalism and fundamentalism, preserving their benefits without their costs. I argue that the epistemic value of significant reformulations does not reduce to either practical or metaphysical value. Reformulations are valuable because they are a constitutive part of problem-solving. Both science and mathematics aim at solving all possible problems within their respective domains. Meeting this aim requires being able to plan for any possible problem-solving context, and this requires reformulating. By reformulating, we clarify what we need to know to solve problems. Still, one might wonder whether the value of reformulations requires underlying differences in explanatory power. According to "explanationism," a reformulation is valuable only when it provides a better explanation. Explanationism stands as a rival middle ground position to my own. However, it faces numerous counterexamples. In many cases, two reformulations provide the same explanation while nonetheless providing different ways of understanding a phenomenon. Hence, reformulating can be valuable even when neither formulation is more explanatory. Methodologically, I draw on a variety of case studies to support my account of reformulation. These range from classical mechanics to quantum chemistry, along with examples from mathematics. Symmetry arguments provide a paradigmatic example: the mathematics of symmetry groups radically recasts quantum mechanics and quantum chemistry. Nevertheless, elementary approaches exist that eschew this additional mathematical apparatus, solving problems in a more tedious but less mathematically-demanding manner. Further examples include reformulations of quantum field theory, Arabic vs. Roman numerals, and Fermat's little theorem in number theory. In each case, my account identifies how reformulations change and improve our understanding of science and mathematics. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Arthur Efland's and Richard Siegesmund's Reviews of The Arts and the Creation of MindElliot W. Eisner, Lee Jacks Professor of Education and Professor of ArtWhen I was invited by the Editor of The Journal of Aesthetic Education to respond to two unidentified reviews of my latest book, The Arts and the Creation of Mind, I thought that I would encounter a bevy of negatively critical comments, which (...) would give me the opportunity to respond equally as critically to theirs. Fortunately — perhaps unfortunately — the reviews prepared by Arthur Efland and Richard Siegesmund are not in the least bit negative. This, of course, is a boon to the book's author, but a bane to the creation of lively debate. I am happy to say that though their purposes differ, both Efland and Siegesmund got it essentially right. Efland's comments put my work in a historical context, particularly the emergence of interest in cognition and, in general, in the higher mental processes as they were called during the 1960s, 1970s, and 1980s. It is true that interest in cognition was in the air at that time, in the field of philosophy, and in the fields of linguistics and psychology as well. My own work is a part of that particular zeitgeist in the twentieth century.I was not aware at the time that I was being influenced by such a broad movement, but, alas or alack, I was. In some ways, the writing that John Dewey did during the early and mid 1930s, particularly his work on art as rendered in Art as Experience, presaged the interest linguists, psychologists, and philosophers developed in the conditions of communication and its relationship to symbolic systems and thought.1 Dewey has been a major influence on my thinking as have Susanne Langer and later Nelson Goodman.2 [End Page 96] The historical perspective that Efland provides is a useful accounting of where ideas about cognition were and where they are now. I do not know whether I have extended the thinking that is being done on cognition, but I certainly have tried to provide a fulsome account of the connections between cognition and the educational mission of the arts, especially the visual arts. Efland's historical portrayal is a useful picture of the period and, I would say, the significance of this way of thinking for education.Siegesmund pushes farther than Efland, in my view, into the sources of human understanding, particularly the function of somatic knowledge in grasping, or better yet, framing meaning. His notion of what might perhaps best be called visual reasoning marries two concepts that are seldom related; the visual and the reasonable. Reason is often associated with matters of logic, and matters of logic pertain to connections between language in its formal sense and with the relationships among numbers within numerical systems. Qualitative relationships are not typically regarded as manifestations, even at their best, of rational forms of thinking. Emotional, yes. Rational, no. As readers of my works know, I reject that conception of the limits of human rationality and Siegesmund does as well. His focus on embodied knowledge, or what is sometimes called somatic knowledge, is a promising conception of the sources of choice and judgment. There is, after all, more known than what can be told, to paraphrase Michael Polayni.3What pleases me most about Siegesmund's account of my work is its receptivity to the students he teaches. The ultimate educational test of any piece of writing is the extent to which people see meaning in it and apparently, at least for the students that Siegesmund teaches, meaning for most is there. I am pleased. What I have always tried to do in my work is to avoid prescribing recipes or formulaic procedures because I do not believe either works very well when one is working with human beings, but rather to provide concepts through which the educational world can be viewed, practice reflected upon, options identified, and action taken. Apparently these aims are being met in some university classrooms in which The Arts and the Creation of Mind is being used. One caveat.Although it is true, as... (shrink)

Den här boken är en inledning till den s.k. satslogiken. Satslogiken är en gren av logiken som studerar logiska relationer mellan satser. Boken innehåller fem kapitel. Det första kapitlet är en kort inledning till logik som går igenom några grundläggande logiska begrepp. Vad är logik? Vad menas med ”argument”, ”premiss”, ”slutsats”, ”giltighet” osv.? Kapitel 2 handlar om syntax. Hur är det satslogiska språket uppbyggt och hur förhåller det sig till naturliga språk? Kapitel 3 handlar om semantik. Vad betyder olika symboliska (...) tecken? Vad har olika satser för sanningsvillkor? Det går igenom ett antal grundläggande semantiska termer, såsom ”logisk sanning”, ”logisk falskhet”, ”logisk kontingens”, ”logisk satisfierbarhet”, ”logisk följd” och ”logisk giltighet”. Det visar hur man kan använda sanningstabeller för att avgöra om ett argument är giltigt eller inte, om en sats är logiskt sann eller inte m.m. Kapitel 4 handlar om bevisteori. Vad är ett bevis? Vad är en härledning? Hur kan man avgöra om ett argument är giltigt eller inte? Det nämner tre olika bevismetoder/härledningsmetoder: axiomatiska system, naturlig deduktion och semantiska tablåer. Det tar upp ett antal exempel som visar hur man kan använda dessa metoder. Kapitel 5 innehåller en allmän diskussion om sanningsfunktioner och fler övningar. Det går igenom ett antal logiska fakta och säger något kort om metalogik. Boken innehåller en stor mängd övningar som kan hjälpa läsaren att öva upp sina logiska förmågor. (shrink)

An eye-opener and a head-scratcher, this set of fifty exercices de style offers an oblique and learned introduction to a great classic of ludic literature dating from the twelfth century, the Maqamat of al-Hariri. Each of the fifty tales of the trickster Abu Zayid, some or perhaps all of which contain or are constituted by one or more formal restrictions, is here presented in the form of a pastiche of some familiar or exotic register of writing in English. We can (...) only admire Cooperson for having taught himself to channel Chaucer, Woolf, and Twain, to parrot Singaporean, Nigerian, and Indian English, to compose in dramatic form and in verse, and to riff off Austen as well as a dictionary of law.... What is frustrating to readers is that our translator-imposter does not let us play the game. He explains each exercise and justifies his approach to it in a prefatory note, then adds footnotes, a bibliography, and a glossary of the “dialect” chosen. We are not even allowed to play guess-the-author! The aim of the elaborate and scholarly apparatus attached to these imitative imitations is to give a hint—a necessarily and unapologetically misleading one—of the pleasure and value of the medieval Arabic for its first and later readers.The problem is that pastiche is not only an entertaining exercise. It typically serves a purpose located somewhere between mockery and homage, and sometimes plays both ends against the middle. Cooperson, however, is not mocking Dickens or Gibbon, even less the al-Hariri he clearly admires beyond all others. Consequently, the nonparticipant reader becomes ever more baffled as to what the game is really for. Surely it cannot be intended only to show us how clever and knowledgeable Mr. Cooperson is? Which he certainly is, but not beyond tripping over his own skipping rope. For example, the prisoner's constraint used in the middle of a pastiche of Dickens, when implemented in the way it was defined by its inventor Paul Fournel, excludes the letter z and also cannot accommodate the tilde of señor—and Dickens would have written bade for the past tense of bid. The more you read, the less you smile, the more you quibble as you are drawn into a surely unintended game of spot-the-blooper.It takes genius to write like someone else, which is why the people who get away with it for real use a battery of extratextual devices to deceive (think of Guilleragues, Ossian, Chatterton, Kuzma Proutkov, Romain Gary... ). Cooperson is not seeking to deceive (yet how can a pastiche not gesture toward deception?), but he is not actually offering fifty linked stories by fifty different hands either. What he has produced with the help of his distinguished préfacier, two editors, and a bevy of consultants is a curiously unidentifiable literary object, and quite possibly the only one of its kind.Two statements made by the translator in his introduction disturb me. He says he avoided using most twentieth-century literary models and references in order not to run into copyright issues. This is a declaration of submission to the Copyright Monster invented and unleashed by publishers in flagrant disregard of the laws of the UK, the US, and the EU, all of which allow parody and pastiche without permission of the copyright holder. Second, he “takes seriously the argument that privileged users of Standard English have no business imitating... the speech varieties associated with less privileged communities.” In all times other than our own, the privileged did not deign to use “less privileged” forms of speech (unless they were Victor Hugo), but if now they do not even dare, we can still guess what will happen. The less privileged will seek to use more privileged forms of speech, just as Anglo-Saxon serfs aped Norman French until they ended up speaking English. More recently, wealthy corporations have sought to own whole programming languages by extending the reach of copyright law; perhaps “less privileged communities” are now about to use similar weapons to protect their linguistic turf. We must object as noisily as we can to attempts to enclose public goods by corporations, by self-defining communities, or by any other entities. We would all be the poorer if they should ever succeed. (shrink)