In this new and original book, Claire Armon-Jones examines the concept of affect and various philosophical positions which attempt to define and characterize it: the standard view, the neo-cognitivist view, and the objectual thesis. She contends that these views radically distort our understanding of affect by disregarding modes of affect which fail to conform to the accounts they each employ. Against the standard and neo-cognitivist views she argues that the notions they use to characterize affect are neither necessary nor (...) sufficient; and against the objectual thesis she further argues that affective states exhibit degrees of independence from the concept of an object. She develops a new theory of the varieties of affect that explains their cognitive nature, their felt aspect, their special logic and the relationship between their objectless and object-directed forms. Armon-Jones concludes by suggesting that her arguments call into question certain assumptions about the rationality and moral status of affect and require a revision of the conception of the good in affect. (shrink)

During the 1920s and 1930s, many biologists questioned the viability of Darwin’s theory as a mechanism of evolutionary change. In the early 1940s, and only after a number of alternatives were suggested, Darwinists succeeded to establish natural selection and gene mutation as the main evolutionary mechanisms. While that move, today known as the neo-Darwinian synthesis, is taken as signalling a triumph of evolutionary theory, certain critical problems in evolution—in particular the evolution of animal function—could not be addressed with this approach. (...) Here I demonstrate this through reconstruction of the evolutionary theory of Joseph Needham (1900–1995), who pioneered the biochemical study of evolution and development. In order to address such problems, Needham employed Herbert Spencer’s principles of emergence and Ernst Haeckel’s theory of recapitulation. While Needham did not reject Darwinian theory, Spencerian and Haeckelian frameworks happened to better fit his findings and their evolutionary relevance. He believed selectionist and genetic approaches to be important but far from sufficient for explaining how evolutionary transformations occur. (shrink)

This edited volume takes a new look at an old question: what is the relationship between beauty and monstrosity? How has the notion of beauty transformed through the years and how does it coincide with monstrous ontologies? Contributors offer an interdisciplinary approach to how these two concepts are interlinked and emphasizes the ways the beautiful and the monstrous pervade human experience. The two notions are explored through the axis of human transformation, focusing on body, identity and gender, while questioning both (...) how humans transform their body and space as well as how humans themselves are gradually transformed in different contexts. The pandemic, gender crisis, moral crisis, sociocultural instability, and environmental issues have redefined beauty and the relationship we have with it. Exploring these concepts through the lens of human transformation can yield valuable insights into what it means to be human in a world of constant change. The book will be of interest to scholars working in art history, archaeology, philosophy, architecture, and cultural studies. (shrink)

In the decades after the Civil War, Southerners wrote and published their own history textbooks for secondary schools. These “mint julep textbooks,” as the Southern all-white editions were called by the 1960s, reinforced a Lost Cause narrative of the war for Southern audiences while competing with Northern versions of events. In this study, we employ both historical narrative and content analysis of six textbooks’ portrayals of John Brown, John Wilkes Booth, and Nathan Bedford Forrest. The textbooks that are compared– three (...) Southern and three Northern – were written from the 1870s through the 1910s. While subtle but important differences emerge between the Northern and Southern depiction of these three figures, an even more important trend developed when analyzing change over time. In this article we conclude that, as time progressed, Southern versions of events increasingly impacted Northern textbooks. By the 1930s, the mint julep version of these three figures became the national consensus, as reflected in the work of historian David Saville Muzzey. This consensus around events like the raid at Harpers Ferry, the assassination of Lincoln, and the massacre at Fort Pillow lasted for much of the 20th century. By the early 20th century, Northerners appeased Southern interests in the writing of history textbooks. (shrink)

The discovery by Hans Spemann of the “organizer” tissue and its ability to induce the formation of the amphibian embryo’s neural tube inspired leading embryologists to attempt to elucidate embryonic inductions’ underlying mechanism. Joseph Needham, who during the 1930s conducted research in biochemical embryology, proposed that embryonic induction is mediated by a specific chemical entity embedded in the inducing tissue, surmising that chemical to be a hormone of sterol-like structure. Along with embryologist Conrad H. Waddington, they conducted research aimed at (...) the isolation and functional characterization of the underlying agent. As historians clearly pointed out, embryologists came to question Needham’s biochemical approach; he failed to locate the hormone he sought and eventually abandoned his quest. Yet, this study finds that the difficulties he ran into resulted primarily from the limited conditions for conducting his experiments at his institute. In addition, Needham’s research reflected the interests of leading biochemists in hormone and cancer research, because it offered novel theoretical models and experimental methods for engaging with the function of the hormones and carcinogens they isolated. Needham and Waddington were deterred neither by the mounting challenges nor by the limited experimental infrastructure. Like their colleagues in hormone and cancer research, they anticipated difficulties in attempting to establish causal links between complex biological phenomena and simple chemical triggering. (shrink)

Erôs, Song and Philosophy in Plato suggests alternative paths of understanding the true Philosophical Muse in Plato’s works. Through the discussion of certain Platonic dialogues, it interweaves erôs, mousikê, and philosophy to unravel new insights into Plato’s philosophical thought and tension of rejecting and accepting the established culture.

This is the first book-length examination of the impact Leo Strauss’ immigration to the United States had on this thinking. Adi Armon weaves together a close reading of unpublished seminars Strauss taught at the University of Chicago in the 1950s and 1960s with an interpretation of his later works, all of which were of course written against the backdrop of the Cold War. First, the book describes the intellectual environment that shaped the young Strauss’ worldview in the Weimar Republic, (...) tracing those aspects of his thought that changed and others that remained consistent up until his immigration to America. Armon then goes on to explore the centrality of Karl Marx to Strauss’s intellectual biography. By analyzing an unpublished seminar Strauss taught with Joseph Cropsey at the University of Chicago in 1960, Armon shows how Strauss’ fragmentary, partial engagement with Marx in writing obscured the important role that Marxism actually played as an intellectual challenge to his later political thinking. Finally, the book explores the manifestations of Straussian doctrine in postwar America through reading Strauss’ The City and Man as a representative of his political teaching. (shrink)

The news media form major sources of information to the general public in matters of science and health. And yet journalists and experts differ in what they consider as newsworthy and relevant. This article analyses in detail a current affair interview with a health expert reporting on a new research on attention deficit hyperactivity disorder. Applying Bamberg’s three-level model for positioning analysis, the interview is searched for the stories that speakers introduce, attend to their embedding in the design of questions (...) and answers and examine how their tellers are positioned therein as knowledgeable regarding ADHD. The narratives identified are shown to enable the adopting and shifting between various expert positions including that of the scientific researcher, the advice-giving expert and the more specific identity of the public health clinician. Shifts between these positions are shown to reflect the claims and counter-claims that the interviewee and interviewers are making and backing. These findings are discussed for their implications regarding the use of narratives in presenting science to media audiences. (shrink)

Unlike “Imperialism” and “Totalitarianism,” the last two chapters in Hannah Arendt’s The Origins of Totalitarianism, written in the United States in the 1940s, the completion of the first chapter, “Antisemitism”, was preceded by more than two decades of writing in Europe and in the United States, during which Arendt found it increasingly necessary to address issues related to the Jews’ political and social situation. The chapter may be only one part of the book, but it is in fact the “origin (...) of The Origins” and its cornerstone. In order to trace several themes of this seminal chapter, we must analyze the contribution of the French Jewish thinker, Bernard Lazare, to Arendt’s thinking. Without him, “Antisemitism” would never have coalesced and seen the light of day as a political analysis of the phenomenon. Without the “Antisemitism” chapter, The Origins of Totalitarianism would not have become a canonical work of twentieth-century political thought. (shrink)

The discovery by Hans Spemann of the “organizer” tissue and its ability to induce the formation of the amphibian embryo's neural tube inspired leading embryologists to attempt to elucidate embryonic inductions’ underlying mechanism. Joseph Needham, who during the 1930s conducted research in biochemical embryology, proposed that embryonic induction is mediated by a specific chemical entity embedded in the inducing tissue, surmising that chemical to be a hormone of sterol-like structure. Along with embryologist Conrad H. Waddington, they conducted research aimed at (...) the isolation and functional characterization of the underlying agent. As historians clearly pointed out, embryologists came to question Needham's biochemical approach; he failed to locate the hormone he sought and eventually abandoned his quest. Yet, this study finds that the difficulties he ran into resulted primarily from the limited conditions for conducting his experiments at his institute. In addition, Needham's research reflected the interests of leading biochemists in hormone and cancer research, because it offered novel theoretical models and experimental methods for engaging with the function of the hormones and carcinogens they isolated. Needham and Waddington were deterred neither by the mounting challenges nor by the limited experimental infrastructure. Like their colleagues in hormone and cancer research, they anticipated difficulties in attempting to establish causal links between complex biological phenomena and simple chemical triggering. (shrink)

Τhis paper revisits the luxurious Palaiologan illuminated manuscript of the New Testament, Codex 31 of the Hagia Lavra monastery in Kalavryta. Iconographic and stylistic characteristics of the miniatures are compared with others and with seals of the early fifteenth century, as well as with the wall-paintings of the Pantanassa Monastery at Μystras (ca 1430). It is argued that the codex was commissioned by Georgios Kantakouzenos Palaiologos, a close collaborator of Konstantinos Palaiologos, Despot of the Morea and subsequent emperor, who lived (...) in Kalavryta and promoted his personal library, which was enjoyed even by Ciriaco of Ancona. (shrink)

During the 1920s and 1930s, many biologists questioned the viability of Darwin’s theory as a mechanism of evolutionary change. In the early 1940s, and only after a number of alternatives were suggested, Darwinists succeeded to establish natural selection and gene mutation as the main evolutionary mechanisms. While that move, today known as the neo-Darwinian synthesis, is taken as signalling a triumph of evolutionary theory, certain critical problems in evolution—in particular the evolution of animal function—could not be addressed with this approach. (...) Here I demonstrate this through reconstruction of the evolutionary theory of Joseph Needham (1900–1995), who pioneered the biochemical study of evolution and development. In order to address such problems, Needham employed Herbert Spencer’s principles of emergence and Ernst Haeckel’s theory of recapitulation. While Needham did not reject Darwinian theory, Spencerian and Haeckelian frameworks happened to better fit his findings and their evolutionary relevance. He believed selectionist and genetic approaches to be important but far from sufficient for explaining how evolutionary transformations occur. (shrink)

Evidence found in The New York Times from 1939 to 1945 and corroborating sources are used to demonstrate the impact of the Second World War on the progressive educational movement. We posit that December 7, 1941 initiated the waning of the progressive education movement in the secondary social studies curriculum. Progressive education emphasized a child-centered, experiential curriculum, an issues-centered approach to learning, and a critical analysis of society. Our findings indicate that the educational climate during the Second World War initiated (...) a shift from questioning American institutions to celebrating them. Education became more centralized and many educational organizations were mobilized to support the war effort. Specifically, the secondary social studies curriculum became one of several propaganda vehicles in support of the war. In addition, colleges and universities became training grounds for teachers, defense workers, and soldiers. A war on the home front ensued. The progressive secondary social studies curriculum itself was viewed as placing the nation at risk. While other factors such as the Back-to-Basics movement and the Cold War contributed to the waning of the secondary progressive educational movement, World War Two (WWII) set the decline in motion. (shrink)

Social studies teachers are frequently athletic coaches who are often criticized for prioritizing coaching over teaching. The purpose of this study is to investigate the experiences of preservice social studies teachers regarding the relationship between coaching and teaching with respect to hiring in middle and secondary schools. The researchers employed phenomenological research methods to investigate the hiring experiences of social studies teacher candidates. Survey and interview data were collected from social studies teacher candidates at the three largest universities in a (...) southeastern state. Results illuminate a pervasive coaching contingency that many social studies teacher candidates face. Social studies teacher candidates perceived that willingness to coach a sport is the most important factor, other than teaching, to be hired to teach—particularly at the high school level. (shrink)

Understanding historical empathy is a bourgeoning subfield of social studies education research. Students demonstrate historical empathy by analyzing sources 1) to determine historical context, 2) identify perspectives of historical figures, and 3) make affective connections to historical content. Therefore, the purpose of this research is to examine primary sources from educational leaders and organizations during the Progressive Era in American public school education in order to trace the origins of historical empathy as an implicit goal in the social studies curriculum. (...) Our guiding research question is “How does the work of Progressive Era organizations and educational leaders impact how Americans viewed historical empathy?” We purposefully selected documents from Progressive Era organizations and certain leaders whose work formed a strong foundation of social studies education history. We conclude with an examination of the importance of historical empathy today in order to demonstrate the importance of historical empathy as a curricular aim of social studies education. (shrink)

Buddhism perspectives on death; criticism on the thoughts of Buil khyup On Chan, a political leader and Shyan Ukkattha, a famous Buddhist monk in Burma.

On historical development of medical education in Myanmar, ethics for medical doctors and current situations on unethical practice in Myanmar.

This essay deals with a conspicuous feature of early modern experimental reports: references to multiple repetitions. I examine an episode from the history of research on venomous snakes, the dispute between Francesco Redi and Moyse Charas about the cause of death from viper bites. I identify different kinds of repetitions that are described and specify the various different roles that are attributed to repetitions in experimental reports. I argue that repetition (the successive reproduction of one's own experimental trials) should be (...) distinguished from replication (reproducing other investigators' experiments). At first, replications played hardly any role in the exchange, but references to repetitions were crucial to show that contingencies had been obviated, to support inductive generalizations, and to specify the exact cause of an experimental effect. Notably, it appears that the replication of effects by different experimental means was not part of the repository of methodological notions that Redi and Charas brought to bear on their experiments. Reruns and repetitions with variations (including complementary trials) bore the epistemic weight. -/- . (shrink)

This study investigates the performance of 21 monolingual and 56 bilingual children aged 5;6-9;0 on German-LITMUS-sentence-repetition (SRT; Hamann et al., 2013) and nonword-repetition-tasks (NWRT; Grimm et al., 2014), which were constructed according to the LITMUS-principles (Language Impairment Testing in Multilingual Settings; Armon-Lotem et al., 2015). Both tasks incorporate complex structures shown to be cross-linguistically challenging for children with Specific Language Impairment (SLI) and aim at minimizing bias against bilingual children while still being indicative of the presence of language impairment (...) across language combinations. Given the great variability in bilingual language exposure and the potential effect of language experience on language performance in bilingual children, we examined whether background variables related to bilingualism, particularly, the degree language dominance as measured by relative amount of use and exposure, could compromise the diagnostic accuracy of the German-LITMUS-SRT and NWRT. We further investigated whether a combination of the two tasks provides better diagnostic accurracy. To address this, we used an unsupervised machine learning algorithm, the Partitioning-Around-Medoids (PAM), for deriving a clinical category for the children as ±language-impaired based on performance scores on SRT and/or NWRT while withholding information about their clinical status based on standardized assessment in L1/L2. Subsequently, we calculated diagnostic accuracy and investigated which background variables (age of onset, length of exposure, degree of language-dominance, socio-economic-status, and risk factors for SLI) best explained clinical-group-membership yielded from the PAM-analysis based on NWRT and/or SRT scores. Results show that although language-dominance influences the performance of bilingual typically-developing children, especially in the SRT, the diagnostic accuracy of the tools is not compromised by language dominance: while risk factors for SLI were significant predictors for clinical group membership in all models, language dominance did not contribute at all to explaining clinical cluster membership as typically-developing or SLI based on any of the combinations of the SRT and NWRT variables. Additionally, results confirm that a combination of SRT scored by correct target structure and the structurally more complex language-dependent part of the NWRT yields better diagnostic accuracy than single measures and is only sensitive for risk factors for SLI and not to dominance levels or SES. (shrink)

Novello, Henry The New Testament is undoubtedly a book of joy. The verb chairein, which means to rejoice, occurs seventy-two times in the New Testament and the noun chara, which means joy, occurs sixty times. The word chairein is found both at the beginning of the gospel story and at the end: at the annunciation the angel greets Mary by saying, 'Joy be with you', and on the resurrection morning the risen Jesus greets the women who had come to (...) mourn him by saying, 'Joy be with you'. The triumphant message of joy forms the framework of the gospel story and rings resoundingly throughout the pages of the New Testament. Paul makes it very clear in his letters to the Corinthians that he is committed to helping them in their progress and joy in the faith and almost the last thing that he writes to the Corinthians is: 'Joy be with you!'. When Paul writes to his Philippian friends, again joy is a constant theme: 'Rejoice in the Lord'. This command is repeated in Paul's first letter to the Thessalonians. In a key text in his letter to the Colossians, Paul prays that they may increase in their knowledge of God and live a virtuous life worthy of the Lord, and his prayer ends with the words 'with joy'. The hallmark of the Christian life for Paul is that every virtue and every tribulation and all knowledge should be irradiated with joy. (shrink)

PARP‐1 is a multifunctional enzyme that can modulate gene expression. Cohen‐Armon et al.1 found that a homologue of PARP‐1 is activated in the Aplysia nervous system as the animal responds to an aversive stimulus, which leads to sensitization, and during a more complex form of learning that involves feeding behavior. Significantly, inhibiting PARP‐1 activation blocked the learning. Several key pathways in Aplysia neurons are activated both during learning and after injury, suggesting that mechanisms of learning evolved from primitive responses (...) to injury. Since PARP‐1 is evolutionarily conserved as a responder to various forms of stress, the finding that PARP‐1 is activated during learning supports this idea. BioEssays 26:1268–1271, 2004. © 2004 Wiley Periodicals, Inc. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A COMMENT ON POLANYI AND KUHN MABEN WALTER POIRIER Concordia University Montreal, Quebec FOR SOME TIME NOW we have noted tha:t the names Michael Polanyi and Thomas S. Kuhn are frequently mentioned together in articles and books dealing with specialized topics in the philosophy of science. And if we genera.Ily accept what is said in these publications, there appears to be a belief afield, which is broadly shared amongst (...) students of scientific thought, to the effect that the philosopher of science, Michael Polanyi, and the historian of science, Thomas Kuhn, are in some fundametal manner in accord with one another as to the chara.cter and nature of scientific thinking. In fact, there seems to be no disputing this question amongst some of the most prestigious philosophers of science, nor does there seem to be even the slightest suspicion that maybe Polanyi does not belong to the same school of thought as Kuhn. We are told explicitly, or we are led to believe, that PoJanyi and Kuhn are in lea;gue to do battle against empiricism and empiricists, and that as a result they share a number of perspectives on scientific thinking. This is taken to mean tha;t they broadly hold the same point of view when it comes to thinking about various issues. Now, it is largely true that both are opposed to empiricism, and to the understanding that empiricists have about the way that scientific knowledge is advanced. However, this does not mean that Polanyi and Kuhn are in funOLANYI AND KUBN ~6'/ cessive the,ories grow ever closer to, or approximate more and more closely to, the truth. Apparently generalizations like that refer not to the puzzle-solutions and the concrete predictions derived from a theory but rather to its ontology, to the match, that is, b~tween the entities with which theory populates nature and what is " really there." · Perhaps there is some other way of salvaging the notion of ' truth' for application to whole theories, but this one will not do. There is, I think, no theory-independent way to reconstruct phrases like 'really there'; the notion of a match between the ontology of a theory and its "real" counterpart in nature now seems to me illusive in principle.6 This is no afterthought with Kuhn, nor is it a course correction which he may have felt was required when he wrote "Postscript-1969," for we read the following in the main part of his magnum opus1 in which there are many similar passages: We may,... have to relinquish the notion, explicit or implicit, that changes of paradigm carry scientists and those who learn from them closer and closer to the truth [and to the real].1 Clearly this is not Michael Polanyi's point of view on this matter. Polanyi may not be an empiricist, but he is by no means a relativist either, radical or otherwise. He is simply not prepared to deny the existence of reality, or to claim that it is nothing more than a fabrication of the creative imagination of practicing natural scientists, great though they ma.y be. He repeatedly makes it very clear that natural scientists investigate what is real-what exists independently of themselves, in the world 'beyond their minds-and not some subjective entity which is a construction of their minds. It is true that Polanyi believ,es that it is very difficult to establish beyond a doubt that this is what the natural scientist investigates, but the fact is that at no point does Polanyi sa.y or even imply that the natural scientist is exploring, either in an arbitrary or reasonable manner, his imaginative constructions. For Polanyi, scientists are simply not engaged in the exploration of s Thomas S. Kuhn, The Btruoture of Boientifio Revolutions, p. 206. 1 Ibid., p. 170. 268 MABEN W.ALTER POIRIER imaginative constructions which are resident in the mind. They are involved in the exploration of what is other and of what is real. He makes this point in many ways and on a number of different occasions during his career as a philosopher of ·science. For example, in the following paissage from his work The... (shrink)

We introduce a novel set-intersection operator called ‘most-intersection’ based on the logical quantifier ‘most’, via natural density of countable sets, to be used in determining the majority chara...