Each year, many young professionals forego advanced education in the traditional doctoral programs of medicine, law, and philosophy in favor of pursuing a PhD or professional doctorate in bioethics or healthcare ethics that is offered by several major institutes of higher education across the United States. These graduates often leverage their degrees into careers within the broader field of bioethics. As such, they represent a growing percentage of professional bioethicists in both academia and healthcare nationwide. Given the significant role that (...) doctoral bioethics programs play in the training of future professional bioethicists, it is imperative that programs conferring bioethics degrees are attuned to the knowledge and skills students will need as they transition to professional positions, especially where this training substantially differs from more traditional doctoral degree tracks. Yet, even given this need, there is nothing in the professional literature regarding doctoral bioethics graduates’ perspectives or the overall efficacy of a bioethics doctorate as compared to more traditional doctoral degree tracks for future professional bioethicists. This paper then gives the perspective of five recent doctoral bioethics graduates on the utility of a bioethics doctorate and areas where the doctorate prepared or underprepared them in their roles as early-career professional bioethicists. (shrink)

Agency and identity -- Necessitation -- Acts and actions -- Aristotle and Kant -- Agency and practical identity -- The metaphysics of normativity -- Constitutive standards -- The constitution of life -- In defense of teleology -- The paradox of self-constitution -- Formal and substantive principles of reason -- Formal versus substantive -- Testing versus weighing -- Maximizing and prudence -- Practical reason and the unity of the will -- The empiricist account of normativity -- The rationalist account of normativity (...) -- Kant on the hypothetical imperative -- Against particularistic willing -- Deciding and predicting -- Autonomy and efficacy -- The function of action -- The possibility of agency -- Non-rational action -- Action -- Attribution -- The psychology of action -- Expulsion from the garden : the transition to humanity -- Instinct, emotion, intelligence, and reason -- The parts of the soul -- Inside or outside -- Pull yourself together -- The constitutional model -- Models of the soul -- The city and the soul -- Platonic virtues -- Justice : substantive, procedural, and platonic -- Kant and the constitutional model -- Defective action -- The problem of bad action -- Being governed by the wrong law -- Or five bad constitutions -- Conceptions of evil -- Degrees of action -- Integrity and interaction -- Deciding to be bad -- The ordinary cases -- Dealing with the disunified -- Kant's theory of interaction -- My reasons -- Deciding to treat someone as an end in himself -- Interacting with yourself -- How to be a person -- What's left of me? (shrink)

This ground-breaking and lucid contribution to the vibrant field of virtue ethics focuses on the influential work of Hume and Nietzsche, providing fresh perspectives on their philosophies and a compelling account of their impact on the development of virtue ethics. A ground-breaking text that moves the field of virtue ethics beyond ancient moral theorists and examines the highly influential ethical work of Hume and Nietzsche from a virtue ethics perspective Contributes both to virtue ethics and a refreshed understanding of Hume’s (...) and Nietzsche’s ethics Skilfully bridges the gap between continental and analytical philosophy Lucidly written and clearly organized, allowing students to focus on either Hume or Nietzsche Written by one of the most important figures contributing to virtue ethics today. (shrink)

The aim of this paper is twofold: In its first part, we work out the key features of constitutivism as presented by Christine Korsgaard. This reconstruction serves to clarify which goals Korsgaard wants to achieve with her account and which of its central claims she has to defend in particular. In the second part, we discuss whether Korsgaard can vindicate constitutivism's most central claim. To do this, we analyse two important arguments - the argument from unavoidability and the argument (...) from the abstract constitutive principle - that have been made in support of constitutivism. We show how both these arguments go amiss and conclude that at least for now, constitutivism's most central claim has not been successfully argued for. (shrink)

How should we approach the daunting task of renewing the ideal of equality? In this book, Christine Sypnowich proposes a theory of equality centred on human flourishing or wellbeing. She argues that egalitarianism should be understood as seeking to make people more equal in the constituents of a good life. Inequality is a social ill because of the damage it does to human flourishing: unequal distribution of wealth can have the effect that some people are poorly housed, badly nourished, (...) ill-educated, unhappy or uncultured, among other things. When we seek to make people more equal our concern is not just resources or property, but how people fare under one distribution or another. Ultimately, the best answer to the question, equality of what?, is some conception of flourishing, since whatever policies or principles we adopt, it is flourishing that we hope will be more equal as a result of our endeavours. Sypnowich calls for both retrieval and innovation. What is to be retrieved is the ideal of equality itself, which is often assumed as a background condition of theories of justice, yet at the same time, dismissed as too homogenising, abstract and rigid a criterion for political argument. We must retrieve the ideal of equality as a central political principle. In doing so, she casts doubt on the value of focussing on cultural difference, and rejects the idea of neutrality that dominates contemporary political philosophy in favour of a view of the state as enabling the betterment of its citizens. ". (shrink)

This review argues that the role of technology in business and society debates has predominantly been examined from the limited, narrow perspective of technology as instrumental, and that two additional but relatively neglected perspectives are important: technology as value-laden and technology as relationally agentic. Technology has always been part of the relationship between business and society, for better and worse. However, as technological development is frequently advanced as a solution to many pressing societal problems and grand challenges, it is imperative (...) that technology is understood and analyzed in a more nuanced, critical, and comprehensive way. The two additional perspectives invite a broader research agenda, one that includes questions, such as “Which values and whose interests has technology come to emulate?”; “How do these values and interests play out in stabilizing the status quo?”; and, importantly, “How can it be contested, disrupted, and changed?” Any research that endorses green, sustainable, environmental, or climate mitigating technologies potentially contributes to maintaining the very thing that it seeks to change if questions such as these are not being addressed. (shrink)

Ökonomische und vorübergehende Migration stellen liberal-demokratische Gesellschaften vor die Herausforderung, traditionelle Ideale von Gesellschaft und demokratischer Inklusion zu überdenken. Christine Chwaszcza entwickelt einen moralischen Standpunkt für die ethische Bewertung von Fragen zu Immigration, sozialer und demokratischer Inklusion, der demokratietheoretische Überlegungen und Forderungen post-nationaler Gerechtigkeit in einer transnationalen Perspektive integriert. Das Buch wendet sich an Forscher und fortgeschrittene Studierenden der Politischen Philosophie, der Rechtsphilosophie und der Sozialwissenschaften.

Background:Despite growing evidence that participation in psychological trauma research is well tolerated by children and parents, ethics boards may voice concerns regarding research with families...

Freuds Arbeit über Vergänglichkeit wird in den Kontext der Auseinandersetzung mit Endlichkeit und Sterblichkeit gestellt, wie sie in Literatur und bildender Kunst bis in die Gegenwart hinein geführt wird. Dabei zeigt sich, dass die Spannung zwischen carpe diem und memento mori in Freuds Text als Spannung zwischen manischer Verleugnung und depressiver Reaktion – also in der Sprache der Psychoanalyse – wieder auftaucht. Es wird gefragt, inwiefern der leicht manische Einschlag, den Freuds Verteidigung des Genusses des Schönen angesichts der Vergänglichkeit annimmt, (...) auch dem Umstand geschuldet sein könnte, dass er sich dem Thema Verlust, insbesondere der sicher geglaubten kulturellen Errungenschaften, nicht aus einer Perspektive der Theorie der Objektbeziehungen nähert. Mit Bezug auf Roger Money-Kyrle lässt sich zeigen, dass auf diese Weise ein Weg eröffnet wird, dem Ringen um Genuss und Freude angesichts der Vergänglichkeit, die zum einen in der verstreichenden Zeit und zum anderen in der menschlichen Destruktivität begründet liegt, konzeptionell eine andere Wendung zu geben. Ferner wird die Vergänglichkeit zusammen mit dem psychoanalytischen Konzept der Nachträglichkeit diskutiert. Hier rückt die spezifische Zeitlichkeit in den Fokus und es eröffnet sich eine neue Perspektive, die für eine kurze Reflexion der Popularität von Vanitas-Topoi in der Gegenwartskunst genutzt wird. (shrink)

Freuds Arbeit über Vergänglichkeit wird in den Kontext der Auseinandersetzung mit Endlichkeit und Sterblichkeit gestellt, wie sie in Literatur und bildender Kunst bis in die Gegenwart hinein geführt wird. Dabei zeigt sich, dass die Spannung zwischen carpe diem und memento mori in Freuds Text als Spannung zwischen manischer Verleugnung und depressiver Reaktion – also in der Sprache der Psychoanalyse – wieder auftaucht. Es wird gefragt, inwiefern der leicht manische Einschlag, den Freuds Verteidigung des Genusses des Schönen angesichts der Vergänglichkeit annimmt, (...) auch dem Umstand geschuldet sein könnte, dass er sich dem Thema Verlust, insbesondere der sicher geglaubten kulturellen Errungenschaften, nicht aus einer Perspektive der Theorie der Objektbeziehungen nähert. Mit Bezug auf Roger Money-Kyrle lässt sich zeigen, dass auf diese Weise ein Weg eröffnet wird, dem Ringen um Genuss und Freude angesichts der Vergänglichkeit, die zum einen in der verstreichenden Zeit und zum anderen in der menschlichen Destruktivität begründet liegt, konzeptionell eine andere Wendung zu geben. Ferner wird die Vergänglichkeit zusammen mit dem psychoanalytischen Konzept der Nachträglichkeit diskutiert. Hier rückt die spezifische Zeitlichkeit in den Fokus und es eröffnet sich eine neue Perspektive, die für eine kurze Reflexion der Popularität von Vanitas-Topoi in der Gegenwartskunst genutzt wird. (shrink)

It seems to be a fundamental feature of being human to make meaning out of experiences and events by telling stories. We are born into a web of narratives‐to become a self is, it can seem, to hear others' stories about you and, eventually, to insert yourself into those webs and assert your own story. When we teach ethics illustrated by cases, we tell stories. When children and parents talk about how they came to hospital, what they hoped, how things (...) have gone, what worries them about the decisions we ask them to face, we hear stories. Stories often reveal best the meaning a person attaches to his or her experiences, and stories shape the meaning those experiences will come to have for that person or family as the story is told, retold, and refined. I share the belief of narratologists that most of us are, at our core, storytellers. And I can't help but notice that many of those stories contain moral evaluations, explicitly or implicitly. (shrink)

Drawing on positioning theory this study investigates how Somali diaspora mothers actively struggle to be recognized by teachers in Danish public schools as equitable partners in their children’s education. The study takes into account the historically and politically constituted conditions for positioning work and argues that these mothers navigate skillfully in these conditions explicitly positioning themselves as both ‘supportive assistants’ and ‘responsible parents’. However, the analysis shows that these mothers have narratives of unjust treatment of both themselves and their children (...) in schools, but the struggle to be recognized as equitable partners inhibits their possibilities of taking up the position of ‘advocate for their child’. They are thereby drawn into a position of ‘passive complacency’. Additionally the article argues for a more encompassing understanding of positioning theory that takes into account the constituted conditions as well as embodied and material aspects of constitutive here-and-now negotiations. (shrink)

This article critically addresses recent anthropological and feminist efforts to theorize and analyse Muslim women's participation in and support for the Islamic revival in its various manifestations. Drawing on ethnographic material from research on young Muslims engaged in Islamic youth and student-organizations in Norway, I investigate some of the challenges that researching religious subjectivities and practices pose to feminist theory. In particular, I deal with how to understand women's religious piety in relation to questions of self, agency and resistance. Engaging (...) with Saba Mahmood's work on The Politics of Piety, this article suggests ways of understanding the young women's religious engagement that move beyond the confines of a binary model of subordination and resistance, coercion and choice. Grounding the discussion in ethnographic analysis of how young Muslim women in Norway speak about the ‘self’, I argue that critically revisiting feminist notions of agency, autonomy and desire, is necessary in order to understand the kinds of self-realization that these women aspire to. However, the article argues against positing Muslim conceptions and techniques of the self as ‘the other’ of liberal-secular traditions. Rather, I show how configurations of personhood, ethics and self-realization drawn from Islamic and liberal-secular discursive formations inhabit not only the same cultural and historical space, but also shape individual subjectivities and modes of agency. (shrink)

Hymen reconstruction surgery is a simple procedure to repair a woman’s hymen, requested by women who, for religious and cultural reasons, believe they must appear to have an intact hymen on their wedding night. Debates surrounding possible ethical justification for the procedure are complex and heated. These articles from the Harvard Ethics Consortium present and explore the case of a young woman who asked a young female physician on call for a referral for the procedure.

Against an increasingly authoritarian background of testing and instruction, concern is growing about disengagement and loss of depth and quality in education at all levels. Child Centred Education seeks to explore the role of Primary education within this debate. This book inspires teachers seeking to make their practice more genuinely educational. Authors Christine Doddington and Mary Hilton capture the current opinion that primary schools can begin to reclaim some of their autonomy, be innovative, and become more creative. Based on (...) wide ranging research, the book sets out to revive the creative alternative to the rigid and impoverished learning experienced by too many primary school children. The authors trace the origins and history of the child-centered tradition; set out its fundamental beliefs and values; and explore its place in education today. This book is for teachers, school governors, local authority officers, undergraduate and graduate teacher training, and professional development courses. (shrink)

Christine Jean Thomas - Plato's Introduction of Forms - Journal of the History of Philosophy 45:3 Journal of the History of Philosophy 45.3 485-486 Muse Search Journals This Journal Contents Reviewed by Christine J. Thomas Dartmouth College R. M. Dancy. Plato's Introduction of Forms. Cambridge-New York: Cambridge University Press, 2004. Pp. xii + 348. Cloth, $75.00. Russell Dancy's recent book could easily bear the title, 'A Socratic Theory of Definition'. The first two-thirds of the text extract and examine (...) various tenets of a "theory of definition" operative in a variety of Socratic dialogues. The bulk of the theory is captured in three conditions on adequacy for a definition : the definiens must be substitutable salve veritate for the definiendum; the.. (shrink)

While many scholars consider Simone de Beauvoir an important philosopher in her own right, thorny issues of mutual influence between her thought and that of Jean-Paul Sartre still have not been settled definitively. Some continue to believe Beauvoir's own claim that Sartre was the philosopher and she was the follower even though their relationship was far more complex than this proposition suggests. Christine Daigle, Jacob Golomb, and an international group of scholars explore the philosophical and literary relationship between Beauvoir (...) and Sartre in this penetrating volume. Did each elaborate a philosophy of his or her own? Did they share a single philosophy? Did the ideas of each have an impact on the other? How did influences develop and what was their nature? Who influenced whom most of all? A crisscrossed picture of mutual intricacies and significant differences emerges from the skillful and sophisticated exchange that takes place here. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Eva Alerby and Cecilia Ferm, “Learning Music: Embodied Experience in the Life-World”Christine A. BrownI was recently asked to settle a friendly debate between two college graduates. The first, my daughter's boyfriend, argued that someone with talent and motivation could become as creative a composer without formal musical training as with it. The other, my daughter, vigorously countered that while someone might compose well on one's own, (...) the result would not be as versatile or thoughtfully developed as it could be with good formal instruction. I saw the musical educations of the debaters reflected in their arguments. My daughter had accumulated fourteen years of formal instruction in violin, cello, voice, and dance and took part in high school choral, theatrical, and orchestral performances. Her studies continued into college and from time to time she performs in community theater. Her boyfriend was the only musically trained member of his family. At his own request he studied piano for five years, later channeling his musical energies into a rock group. Though he did not study music in college, he continues to play keyboard and guitar. Both agree that the ongoing debate between them illustrates the strong connection between musical training and musical valuing. The life-world of their experiences shaped their judgments of musical quality and left imprints on their views of what matters more, talent or training. I will return to this scenario later.I find solid points of agreement with Eva Alerby and Cecilia Ferm starting with their premise that music learning is most effective when taught within a context. While some students prefer learning in a linear, rule-oriented setting, more often than not a musical concept will be comprehended best if it is first experienced within a variety of works. Regarding extra-musical contexts, furthermore, recent evidence supporting the integration of subject areas at the elementary level appears to extend the boundaries of musical learning in a positive direction. Additionally, the authors' description of embodied musical learning holds great interest. Their argument that musical learning must be appropriated within the body resonates strongly within me as I reflect upon performing and teaching piano. Experience with beginning level adult pianists suggests to me that once the awkwardness of newly-learned movements fades with time and effort, students often discover a close interaction between their physical and conceptual knowledge of music. Of related interest is the authors' definition of musicality as taking embodied musical knowledge and making it one's own. This surpasses physical mastery of an instrument and describes a personal [End Page 208] and emotional investment in music. It is at this point in the essay that the recognizable link between mind, body, and emotion in music is most clear.Alongside these engaging ideas, however, are statements throughout the essay that invite further questions or comments. First among these is the statement that the knowledge resulting from learning is not always what was intended or planned. While this is often the case, elaboration upon modes of knowledge in question would help clarify the authors' ideas. Since knowledge takes a variety of forms, as the authors imply, these forms should be explored, defined, and applied to the process of teaching and learning music.Related to that suggestion is my response to the statement that the aim of music education is to produce musical knowledge. I am assuming that musical knowledge includes an age-appropriate blend of performance skill, reading ability, ear training, historical and cultural connections, basic theoretical and stylistic understanding, and acquaintance with creative processes. In many regions of our country, public arts education has been de-valued to the extent that we must convince administrators, parents, and sometimes students, of its importance. Until this situation improves, I must personally consider the aim of music education as producing, alongside musical knowledge, the desire for music as a lifelong pursuit, be it active or passive. Without this desire, musical knowledge gained often goes unused. Referring to my opening anecdote, my daughter is not participating in music while her less extensively trained boyfriend is. I know of several students like her who gained expertise on an instrument and who have now stopped playing for... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Virtual GalleryPhotographs are by Christine Chin, a student in the MFA program in Photography at Purdue University. Click for larger view View full resolution Click for larger view View full resolution Click for larger view View full resolution Click for larger view View full resolution Click for larger view View full resolution Click for larger view View full resolution Click for larger view View full resolution Click for (...) larger view View full resolution Click for larger view View full resolution Click for larger view View full resolutionCopyright © 2001 The Johns Hopkins University Press... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Eva Alerby and Cecilia Ferm, “Learning Music: Embodied Experience in the Life-World”Christine A. BrownI was recently asked to settle a friendly debate between two college graduates. The first, my daughter's boyfriend, argued that someone with talent and motivation could become as creative a composer without formal musical training as with it. The other, my daughter, vigorously countered that while someone might compose well on one's own, (...) the result would not be as versatile or thoughtfully developed as it could be with good formal instruction. I saw the musical educations of the debaters reflected in their arguments. My daughter had accumulated fourteen years of formal instruction in violin, cello, voice, and dance and took part in high school choral, theatrical, and orchestral performances. Her studies continued into college and from time to time she performs in community theater. Her boyfriend was the only musically trained member of his family. At his own request he studied piano for five years, later channeling his musical energies into a rock group. Though he did not study music in college, he continues to play keyboard and guitar. Both agree that the ongoing debate between them illustrates the strong connection between musical training and musical valuing. The life-world of their experiences shaped their judgments of musical quality and left imprints on their views of what matters more, talent or training. I will return to this scenario later.I find solid points of agreement with Eva Alerby and Cecilia Ferm starting with their premise that music learning is most effective when taught within a context. While some students prefer learning in a linear, rule-oriented setting, more often than not a musical concept will be comprehended best if it is first experienced within a variety of works. Regarding extra-musical contexts, furthermore, recent evidence supporting the integration of subject areas at the elementary level appears to extend the boundaries of musical learning in a positive direction. Additionally, the authors' description of embodied musical learning holds great interest. Their argument that musical learning must be appropriated within the body resonates strongly within me as I reflect upon performing and teaching piano. Experience with beginning level adult pianists suggests to me that once the awkwardness of newly-learned movements fades with time and effort, students often discover a close interaction between their physical and conceptual knowledge of music. Of related interest is the authors' definition of musicality as taking embodied musical knowledge and making it one's own. This surpasses physical mastery of an instrument and describes a personal [End Page 208] and emotional investment in music. It is at this point in the essay that the recognizable link between mind, body, and emotion in music is most clear.Alongside these engaging ideas, however, are statements throughout the essay that invite further questions or comments. First among these is the statement that the knowledge resulting from learning is not always what was intended or planned. While this is often the case, elaboration upon modes of knowledge in question would help clarify the authors' ideas. Since knowledge takes a variety of forms, as the authors imply, these forms should be explored, defined, and applied to the process of teaching and learning music.Related to that suggestion is my response to the statement that the aim of music education is to produce musical knowledge. I am assuming that musical knowledge includes an age-appropriate blend of performance skill, reading ability, ear training, historical and cultural connections, basic theoretical and stylistic understanding, and acquaintance with creative processes. In many regions of our country, public arts education has been de-valued to the extent that we must convince administrators, parents, and sometimes students, of its importance. Until this situation improves, I must personally consider the aim of music education as producing, alongside musical knowledge, the desire for music as a lifelong pursuit, be it active or passive. Without this desire, musical knowledge gained often goes unused. Referring to my opening anecdote, my daughter is not participating in music while her less extensively trained boyfriend is. I know of several students like her who gained expertise on an instrument and who have now stopped playing for... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Toward Thriving Communities: Virtue Ethics as Social Ethics by Brian StiltnerChristine DarrToward Thriving Communities: Virtue Ethics as Social Ethics Brian Stiltner WINONA, MN: ANSELM ACADEMIC, 2016. 271 PP. $28.95Brian Stiltner's text provides a clear introduction to the theoretical framework of virtue ethics and how that framework can be fruitfully applied to understand the interplay between individual character development and flourishing, and the flourishing (or not) of communities to (...) which those individuals belong. He breaks this task into two parts. In the first, Stiltner offers an introduction to the field of ethics in its personal, communal, and social dimensions. He discusses the three normative ethical theories most prominent in the West (deontological, consequentialist, and virtue ethics) and then applies these theories to a case study to examine the strengths and weakness of each. He then argues that, while applied ethicists often recommend employing all three approaches into the decision-making process, a person who wishes to make [End Page 198] formal ethical arguments must ultimately choose which framework to favor. In Stiltner's view, the framework of virtue ethics is best able to address the social and communal dimensions of ethics, which is the focus of the second part of the book.In the latter half of the first part, Stiltner describes the cultivation of virtue and examines specific categories—namely, virtues of care, respect, purpose, perceiving and reasoning, and acting and relating. The lynchpin between the first and second parts of the text is Stiltner's elucidation of human flourishing, in which he begins to link individual flourishing with the flourishing of communities. He draws heavily on Martha Nussbaum's capabilities approach to explain how individual flourishing can be enhanced or diminished by the communities of which one is a part. Finally, he argues that some groups perform as "mediating institutions" wherein "the pro-social influences of the virtues instilled in people in one communal context transfer to other contexts as the individuals participate in many associations," thereby influencing society as a whole (105).Following the primarily theoretical first part, the focus of the second part is how to apply those theoretical principles to actual communities. He describes his objective here as "recommend[ing] ethical principles and concrete practices that will help persons, groups, and societies to flourish" (131). He examines four specific types of mediating institutions—families, schools, work, and service—and follows the same pattern of analysis for each. He provides a brief sociological account of the group, then scrutinizes the ethical impact of the reciprocal relationships of persons to groups and groups to society. He then discusses a case study that highlights some of the challenges in each particular institution and what resources are available to individuals and institutions that could overcome those challenges.Stiltner's text is an excellent introduction to the field of virtue ethics for an undergraduate audience. One particular strength is his discussion of many contemporary voices from the fields of ethics, philosophy, and sociology—from Nussbaum to Robert Putnam, his reliance on fields outside of ethical theory proper strengthens and broadens his analysis significantly. In addition, he provides ample resources along the way for the reader. Each chapter begins with a boxed overview of the chapter and ends with questions for review and discussion as well as resources for further research. The text does not specifically address the spiritual dimension of ethical development or the role of religion as a mediating institution; while this is not necessarily a weakness, one should know this is not specifically a Christian ethical analysis. Nevertheless, I strongly recommend this text for an introduction to ethics course or as a resource for undergraduates studying sociology or social work. [End Page 199]Christine DarrUniversity of DubuqueCopyright © 2017 Society of Christian Ethics... (shrink)

Christine Buci-Glucksmann’s The Madness of Vision is one of the most influential studies in phenomenological aesthetics of the baroque. Integrating the work of Merleau-Ponty with Lacanian psychoanalysis, Renaissance studies in optics, and twentieth-century mathematics, the author asserts the materiality of the body and world in her aesthetic theory. All vision is embodied vision, with the body and the emotions continually at play on the visual field. Thus vision, once considered a clear, uniform, and totalizing way of understanding the material (...) world, actually dazzles and distorts the perception of reality. In each of the nine essays that form The Madness of Vision Buci-Glucksmann develops her theoretical argument via a study of a major painting, sculpture, or influential visual image—Arabic script, Bettini’s “The Eye of Cardinal Colonna,” Bernini’s Saint Teresa and his 1661 fireworks display to celebrate the birth of the French dauphin, Caravaggio’s Judith Beheading Holofernes, the Paris arcades, and Arnulf Rainer’s selfportrait, among others—and deftly crosses historical, national, and artistic boundaries to address Gracián’s El Criticón; Monteverdi’s opera Orfeo; the poetry of Hafiz, John Donne, and Baudelaire; as well as baroque architecture and Anselm Kiefer’s Holocaust paintings. In doing so, Buci-Glucksmann makes the case for the pervasive influence of the baroque throughout history and the continuing importance of the baroque in contemporary arts. (shrink)

Radiobiology assesses the biological hazards of exposure to radioactive substances and nuclear radiation. This article explores the history of radiobiology in twentieth-century China by examining the overlapping of radium research and biophysics, from roughly the 1920s Nationalist period to the 1960s Communist period; from the foreign purchase of radium by the Rockefeller Foundation’s China Medical Board during the Republican era, to the institutional establishment of radiobiology as a subset of biophysics in the People’s Republic. Western historiography of radiobiology highlights the (...) connection between the military development of nuclear weapons and the civilian use of radiation in biology, as well as the international export of radioisotopes and nuclear reactors. Considering the exclusion of China from Western atomic diplomacy, I argue that the study of the Chinese history of bomb-making and radiobiology is necessary not just to fill an existing knowledge gap, but more importantly to elucidate the influence of the Chinese nuclear weapons program and Cold War atomic politics on Chinese life-science enterprises. Through examining the formational history of the radiobiology program in China, I hope to shed light on the implications of the atomic age for Chinese biology in the twentieth century. (shrink)

Radiobiology assesses the biological hazards of exposure to radioactive substances and nuclear radiation. This article explores the history of radiobiology in twentieth-century China by examining the overlapping of radium research and biophysics, from roughly the 1920s Nationalist period to the 1960s Communist period; from the foreign purchase of radium by the Rockefeller Foundation’s China Medical Board during the Republican era, to the institutional establishment of radiobiology as a subset of biophysics in the People’s Republic. Western historiography of radiobiology highlights the (...) connection between the military development of nuclear weapons and the civilian use of radiation in biology, as well as the international export of radioisotopes and nuclear reactors. Considering the exclusion of China from Western atomic diplomacy, I argue that the study of the Chinese history of bomb-making and radiobiology is necessary not just to fill an existing knowledge gap, but more importantly to elucidate the influence of the Chinese nuclear weapons program and Cold War atomic politics on Chinese life-science enterprises. Through examining the formational history of the radiobiology program in China, I hope to shed light on the implications of the atomic age for Chinese biology in the twentieth century. (shrink)

The Hearts and Minds of Ghana project travels from Boston Children’s Hospital for two weeks each year to provide cardiac surgery to children in Ghana. Of the hundreds of children in need, how to choose who will receive lifesaving surgery?

Elephantine Revisited: New Insights in the Judean Community and Its Neighbors. Edited by Margaretha Folmer. University Park, PA: Eisenbrauns, 2022. Pp. xix + 187, illus. $149.95.

In lieu of an abstract, here is a brief excerpt of the content:Eleventh General Meeting of the International Thomas Merton SocietyNazareth College, Rochester, New York, USA, 11–14 June 2009Christine BochenThe Eleventh General Meeting of the International Thomas Merton Society was held 11–14 June 2009 at Nazareth College, Rochester, New York. The theme, “Bearing Witness to the Light: Merton’s Challenge to a Fragmented World,” invited presenters and participants to explore ways in which Thomas Merton serves as a model of creative interreligious (...) dialogue and witnesses to its importance in building a world in which the dignity of every person is respected and nurtured.General session speakers explored Buddhist, Christian, Muslim, and Hindu dimensions of Merton’s life and writings. They included Judith Simmer-Brown; James Connor, OCSO; Herbert Mason; and Rachel Fell McDermott. In addition to Judith Simmer-Brown’s presentation, “Profile of a Trappist Yogi: A Tibetan Buddhist Perspective,” and Rachel Fell McDermott’s presentation, “Why Zen Buddhism and Not Hinduism? The Asias of Thomas Merton’s Voyage East,” concurrent sessions focused on Merton and Buddhism, Merton and Zen Buddhism, and Merton and Thich Nhat Hanh.An exhibit of Merton’s photographs, “A Hidden Wholeness: The Zen Photography of Thomas Merton,” on loan from the Thomas Merton Center and Archives at Bellarmine University in Louisville, Kentucky, was on display during the meeting and through the summer in the Nazareth College library. [End Page 195]Christine BochenNazareth CollegeCopyright © 2010 University of Hawai‘i Press... (shrink)

Caitlin Smith Gilson, The metaphysical presuppositions of being-in-the-World: a confrontation between St. Thomas Aquinas and Martin Heidegger Content Type Journal Article Pages 157-161 DOI 10.1007/s11153-010-9263-4 Authors Christine Sorrell Dinkins, Department of Philosophy, Wofford College, 429 N. Church St., Spartanburg, SC 29303, USA Journal International Journal for Philosophy of Religion Online ISSN 1572-8684 Print ISSN 0020-7047 Journal Volume Volume 71 Journal Issue Volume 71, Number 2.