The aim of this article is to discuss the “multimedia encyclopedia” genre launched in the 1980s, the era of “the multimedia revolution.” Encyclopedias of this kind were released on CD-ROM by several well-respected encyclopedia publishers and were widely discussed as an innovation which would lead to information and communication technologies extending rather than replacing the Gutenberg Galaxy. While discussing the launch of multimedia encyclopedias I aim to show how the culture of the printed word was perceived in “the information revolution” (...) discourse of the time by relevant cultural intermediaries. (shrink)

This review illustrates the use The Southern Illinois edition of Dewey's writings, on CD ROM, which appeared in the Past Masters Series from IntelLex and edited by Larry Hickman. The exercise investigates the early relation and interactions of John Dewey and George Santayana.

The Issue of Abortion in America is an interactive multi-media CD-ROM created by the award winning Carnegie Mellon team that brought us A Right to Die?: The Dax Cowart Case. In this ground breaking CD-ROM, The Issue of Abortion in America gives users an opportunity to see and hear women and couples speak of the emotional struggles and moral dilemmas they face in their consideration of continuing or terminating a pregnancy. It also places the issue of abortion in the larger (...) social context of medical, legal, philosophical, and religious considerations. The information on the CD is presented in three student friendly sections: * Introduction: offers an introduction to the project as well as an overview of the program. * Case Histories: a set of interactive multimedia modules present situations in which women and couples describe their decisions to continue or terminate a pregnancy. * Resources: Reviews the background context that informs the discussion of the issue of abortion in America along with a summary section of the case histories. (shrink)

A review of electronic versions of writings by Kant's: first, a CD-Rom containing central parts of the Academy edition; second, an edition containing next to central works by Kant also texts by Locke, Berkeley and Hume. Both editions are useful and complement each other, although for scholarly purposes the electronic version of the Academy edition is to be preferred.

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 42.1 (2004) 107-108 [Access article in PDF] H. H. M. van Lieshout. The Making of Pierre Bayle's Dictionaire Historique et Critique: With a CD-ROM containing the Dictionaire's library and references between articles. Translated by Lynne Richards. Amsterdam and Utrecht: APA-Holland University Press, 2001. Pp. xxiv + 339. Cloth, + 58,00. Bayle's Dictionaire Historique et Critique was published in 1697 in Rotterdam with a (...) second edition appearing in 1702. In this journal there should be no need to point out that Bayle (1647-1706) was by vocation a professor of philosophy. His courses were divided into logic, ethics, physics, and metaphysics and their emphasis was upon science and the methods appropriate to its pursuit. That is to say that Bayle's students received a grounding in the post-Cartesian philosophy syllabus that had spread throughout continental Europe in the second half of the seventeenth century. Indeed, that Bayle was no dilettante was evidenced by the fact that before embarking on the Dictionaire in 1692, he had published various monographs on natural philosophy and works of public criticism in the skeptical/rationalist tradition. The French thinker, furthermore, despite his success as an encyclopaedist, returned increasingly in the years from 1697-1706 to his first calling as a critical philosopher. [End Page 107]Nevertheless from his student days Bayle loved books for their own sake, a passion which in due course came to support his first literary enterprise, the journal of books Nouvelles de la République des Lettres (1684). As author of the Dictionaire, he attracted attention from scholars in many disciplines. This study addresses therefore the general scholar rather than the historian of philosophy, for the Dictionaire did indeed become an indispensable work of reference for lexicographers, as well as for the encyclopaedists, the philosophes, the historians, the economists, the physiocrats, the satirists, the poets, and the reformers throughout the eighteenth century and on both sides of the Atlantic. Bound within four in-folio volumes, its second edition consisted of some seventeen hundred bio-bibliographical articles rigorously annotated and devoted to the ideas of authors in print, profane and sacred.Yet how could one author, it has often been asked, have produced in a mere five years so monumental a work? The Dutch scholar Leny Van Lieshout, already author of works of distinction about Bayle, has sought to answer this question and has done so with a rigor that equals that of Bayle himself. To assist her analysis she has compiled a bibliography of all the sources cited in the text of the Dictionaire itself. She has then matched this source, which she describes as a "library for learned Europe" (177), with Bayle's prodigious and lifelong correspondence about books with an ever-expanding network of friends and associates.With such tools at her elbow, Dr. Van Lieshout has been able to throw new light on many questions about the making of the Dictionaire. For example, how far did Bayle consider his method to be a model for the sort of reference book appropriate to a post-theological culture which today we call a plural age? His medium was indeed part of the message insofar as he sought to separate fact from comment, to cite relevant evidence, and to invoke many classical and heterodox sources whether or not they might offend an apologist for Christian doctrine. And how far did Bayle's own life really lie "only in his writings" (150) as Voltaire suggested, implying that Bayle could not have achieved so much had he not been a dry Huguenot recluse who knew little or nothing of the real world? The two questions are shown to be connected. In respect of the first, Dr. Van Lieshout observes that through the very structure of the Dictionaire Bayle seeks to assert that the political authority of the Church, following the breakdown of former Catholic Christendom, had ceased to be appropriate to the pursuit of scientific... (shrink)

First published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

En la Universidad Médica “Carlos J. Finlay”, se realiza una intervención educativa con el objetivo de valorar la concepción y aplicación de un programa para un curso de preparación de metodólogos en correspondencia con sus funciones en condiciones de universalización de las Ciencias Médicas de Camagüey, en el periodo de septiembre de 2005 a junio de 2007. Se emplean diferentes métodos investigativos: los teóricos, así como la técnica de discusión grupal, permitió diseñar el programa del curso para la preparación de (...) metodólogos en condiciones de universalización y los empíricos, la obtención de algunos datos de interés acerca de los metodólogos que reciben el curso y sus valoraciones en relación con el mismo. Se constata que la preparación pedagógica y experiencia en el desempeño es insuficiente para asumir el rol de metodólogo y valoran de muy importantes los contenidos desarrollados, los métodos y formas organizativas concebidas, por lo que se concluye que el programa del curso cumple con las expectativas del metodólogo al estar diseñado teniendo en cuenta las funciones que estos desempeñan y sus necesidades sentidas A study was carried out about the intervention in education developed to increase teacher's methodological preparation under their new functions due to the fresh conditions of learning within the community applied to medicine training and education in Camagüey. It was carried out in the period of September 2005 to June 2007. Different research methods were used: the theoretical ones and the technique for group discussion help to design the course syllabus and the assessment for those teachers that received the course. It was verified that the methodological preparation and performance experience are insufficient to play their role; but they value as very important the contents, the methods and the organization of the course. The authors conclude that the course meets the expectations of training, because it was designed keeping in mind the teachers' functions and their necessities. (shrink)