This book examines the relations among work, education and leadership in philosophical and practical perspective. Among the topics included are the concepts of education and training, the nature of vocational education, the relations of art and utility in schooling, and the roles of leadership in education and work. This book draws together influences from the American Pragmatist, John Dewey, and the British Idealist R. G. Collingwood.

We examined disgust and fear responses to spiders in spider-distressed and nondistressed individuals. Undergraduate participants (N = 134) completed questionnaires concerning responses to spiders and other potentially aversive stimuli, as well as measures of disgust sensitivity, anxious arousal, worry, and anhedonic depression. In addition, we obtained self-report and facial expressions of disgust and fear while participants were exposed to a live tarantula. Both spider distressed and nondistressed individuals reported disgust and exhibited disgust facial expressions in response to a tarantula. Disgust (...) in response to spiders was not found to be part of a general disgust response to all negative stimuli, nor was it due to a general negative emotional response to spiders. Emotional responses to spiders were differentially associated with scores on personality and psychological functioning measures. The results of this study provide evidence that spiders have a specific disgust-evoking status in both distressed and nondistressed populations. (shrink)

Mark Vernon links the resources of the philosophical tradition with numerous illustrations from modern culture to ask what friendship is and how it relates to sex, work, politics and spirituality. Unusually, he argues that Plato and Nietzsche, as much as Aristotle and Aelred, should be put center stage. Their penetrating and occasionally tough insights are invaluable if friendship is to be a full, not merely sentimental, way of life for today.

In lieu of an abstract, here is a brief excerpt of the content:The Truth Shall Make You FreireRobert CanterTeaching Contemporary Theory to Undergraduates, edited by Dianne F. Sadoff and William E. Cain; 271 pp. New York: Modern Language Association of America, 1994; $19.75, paper.IThe newest title in the MLA’s Options for Teaching series, this publication is well-timed. Concerns about “classroom advocacy” and “politicized teaching” have recycled into near-critical mass, even in the mass media. The book is well-arranged, too, with a (...) solid sample of deconstructionist, New Historicist, Marxist, feminist, and cultural studies, and more mix-and-match theorists describing their classroom aims and means in twenty-one essays grouped into four sections. Sadoff and Cain offer elegantly evasive introductions—not only to these essays per se, but to the issues these essays purport to address. In “Surveying Theory,” David B. Downing, John Kucich, Susan S. Lanser, Lynette Felber, Donald G. Marshall, and Gary Waller lay broadly “anti-foundational” groundwork. In “Focusing,” Diana Fuss, Sandra A. Grayson, Beverly Lyon Clark, Evan Carton, Laurie A. Finke, Jonathan Arac, and Cary Nelson deconstruct things in more detail. In “Theory and Culture,” Huston Diehl, Cannon Schmitt and Donald Ulin, Lindon Barrett, Simon Gikandi, D. N. Rodowick, and Jan Gorak again widen the scope of “theorized teaching,” aiming regulation anticanonical shrapnel at every bastion of coded convention. And while readers may pause over [End Page 336] its backcover promise of “lively and accessible prose,” on the whole, the book is unusually readable for an MLA publication about theory.Since Teaching Contemporary Theory to Undergraduates is a how-to directed at true-believers, it might seem like critical blindsiding to address its fundamental assumptions rather than its tactical suggestions, to focus on its “theory” rather than on its pedagogy. Yet such a focus is not only fair but necessary. The pedagogy is in this book a pawn of the theory. And the theory is, at best, a lesson in how not to teach students how to learn. For despite all its noisy celebrations of methodological, cultural, ontological, and occasionally even human “difference,” the anthology is really a chorus of self-defeating dogma. 1 Like the virtue of variety, even the relative absence of jargon here works as much against as for the book, revealing self-contradictions so perfectly unwitting that they are twice as funny. It is a good thing, then, that the authors eventually contradict these claims, too—even if they know not that they do.The canon? In accordance with postmodern tradition, “the canon” can be calibrated to be whatever best attacks whatever other tradition a particular theorist is aiming at. It is a very modular “monolith.” And theorists never try to “overdetermine” definitions, anyway. The classroom? As an “overdetermined” site of class-struggle, “the classroom (and the academy at large) is... a social institution designed to reproduce the interests, values, and politics of the dominant social classes” (p. 104). Convention? Anything “mainstream” is so polluted with “the notion of mastery, of total and complete knowledge” that even assigning “mainstream” theorists in a theory class “reproduces that hegemony, no matter how critically we read them” (pp. 105, 61). The runoff of mainstream theorists quoted here—conventional MLA Style—makes the same point. Culture? As always already—and only—“a struggle between power and its disenfranchised shadow,” culture “systematically excludes and marginalizes disenfranchised social members” (pp. 263–64, 20–21).Education? As Paulo Freire has revealed, 2 on the one, bad, goatish, wrong Right-wing hand of God, there is the repressive “banking” model of education; on the other, good-shepherdish, right Left-wing side, there is the liberating “problem-posing” model. You are either a droning clerk bent on subduing students into serfdom, or you are a resistance fighter lighting fuses of freedom. “Instrumental activity” does “pedagogical violence,” making the teacher a tyrant and the student a victim, a “submissive imitator” in a “system” that’s “abidingly committed [End Page 337] to the vision of a white-supremacist oligarchy.” Even asking students what level of “guidance” they feel they need is imposing “rhetorical control” (pp. 32, 23, 222, 135).Facts? The fact is, they are “the discursive gestures of the dominant groups” (p. 222). Unless they are... (shrink)

The principal findings of experimental economics are that impersonal exchange in markets converges in repeated interaction to the equilibrium states implied by economic theory, under information conditions far weaker than specified in the theory. In personal, social, and economic exchange, as studied in two-person games, cooperation exceeds the prediction of traditional game theory. This book relates these two findings to field studies and applications and integrates them with the main themes of the Scottish Enlightenment and with the thoughts of F. (...) A. Hayek. (shrink)

Howard J. Curzer presents a fresh new reading of Aristotle's Nicomachean Ethics, which brings each of the virtues alive. He argues that justice and friendship are symbiotic in Aristotle's view; reveals how virtue ethics is not only about being good, but about becoming good; and describes Aristotle's ultimate quest to determine happiness.

Examines independent documentary film production in India within a political context.

Examines allegory in H lderlin's later work, exploring subjects such as Freud and Derrida's views of mourning, and offering original readings of works including Impossible Ode, Mnemosyne, and The Churchyard. Originally published in German as Laub voll Trauer: H lderlins spSte Allegorie in 1991 by Wilhelm Fink Verlag. Annotation c. by Book News.

The questions that my paper shall pursue are: 1) What path leads from Deleuze’s early writings to his latter-day conception of a life, and 2) What can such a conception of life mean? Our path will trace a reversal and a return, respectively, through phenomenology to Bergson. For Deleuze, a genuine concept of a life is thinkable, only when the phenomenological subject, which Deleuze considers an illusion, has been jettisoned, reabsorbed into the flux of immanence. This implies a return to (...) a century-old philosophical renewal, namely, the reformulation of the experience of time. (shrink)

Published in 1967, Voice and Phenomenon marked a crucial turning point in Derrida's thinking: the culmination of a 15-year-long engagement with the phenomenological tradition. It also introduced the concepts and themes that would become deconstruction. Voice and Phenomenon is a short book, but it can be an overwhelming text, particularly for inexperienced readers of Derrida's work. This is the first guide to clearly explain the structure of his argument, step by step.

The particular fascination of butterfly wings for developmental biologists (and others) lies in their spectacular array of colour patterns. The evolutionary and developmental relationships between these patterns have been analysed and we know something of the cell interactions involved in their formation(1). Now butterfly homologues of Drosophila wing‐patterning genes have been identified, and their expression patterns offer the first clues to the molecular mechanisms which specify wing colour patterns(2).

The formation of segments in the Drosophila early embryo is understood in greater detail than any other complex developmental process. Now, by studying other types of insect embryo, we can hope to deduce something of the ancestral mechanism of segmentation and the ways in which it has been modified in evolution. The parasitic wasp, Copidosoma floridanum, is spectacularly atypical of insects in that the small egg cell divides extensively, with no initial syncytial phase, and forms eventually some 2000 embryos(1). This (...) process raises intriguing questions about the control of embryonic polarity and segmentation. (shrink)

While neo-classical analysis works well for studying impersonal exchange in markets, it fails to explain why people conduct themselves the way they do in their personal relationships with family, neighbors, and friends. In Humanomics, Nobel Prize-winning economist Vernon L. Smith and his long-time co-author Bart J. Wilson bring their study of economics full circle by returning to the founder of modern economics, Adam Smith. Sometime in the last 250 years, economists lost sight of the full range of human feeling, (...) thinking, and knowing in everyday life. Smith and Wilson show how Adam Smith's model of sociality can re-humanize twenty-first century economics by undergirding it with sentiments, fellow feeling, and a sense of propriety - the stuff of which human relationships are built. Integrating insights from The Theory of Moral Sentiments and the Wealth of Nations into contemporary empirical analysis, this book shapes economic betterment as a science of human beings. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

The periodic table can be simply demarcated into four classes of metal and four classes of nonmetal. Such a treatment has been obstructed by the traditional view of metalloids as in-between elements; understandable but needless boundary squabbles; and a group-by-group view of the reactive nonmetals. Setting aside these limiting notions reveals some interesting patterns and facilitates teaching and learning the periodic table.

Michel Foucault’s notion of “biopower” has been a highly fertile concept in recent theory, influencing thinkers worldwide across a variety of disciplines and concerns. In The History of Sexuality: An Introduction, Foucault famously employed the term to describe “a power bent on generating forces, making them grow, and ordering them, rather than one dedicated to impeding them, making them submit, or destroying them.” With this volume, Vernon W. Cisney and Nicolae Morar bring together leading contemporary scholars to explore the (...) many theoretical possibilities that the concept of biopower has enabled while at the same time pinpointing their most important shared resonances. Situating biopower as a radical alternative to traditional conceptions of power—what Foucault called “sovereign power”—the contributors examine a host of matters centered on life, the body, and the subject as a living citizen. Altogether, they pay testament to the lasting relevance of biopower in some of our most important contemporary debates on issues ranging from health care rights to immigration laws, HIV prevention discourse, genomics medicine, and many other topics. (shrink)

Science and Homosexualities is the first anthology by historians of science to examine European and American scientific research on sexual orientation since the coining of the word "homosexual" almost 150 years ago. This collection is particularly timely given the enormous scientific and popular interest in biological studies of homosexuality, and the importance given such studies in current legal, legislative and cultural debates concerning gay civil rights. However, scientific and popular literature discussing the biology of sexual orientation have been short-sighted in (...) representing it as objective, new scientific work. This volume demonstrates that the quest for the biological "cause" of homosexuality and other sexualities is as old as the term itself. These essays explore the active role experimental subjects played in shaping scientific theories of homosexuality and cultural perceptions of sexuality and sexual identity. Finally this anthology studies the way in which this doctor-patient interaction shaped not only scientific theories of homosexuality, but also cultural perceptions and self-identities as well. Contributors include: Garland E. Allen, Erin G. Carlston, Julian Carter, Alice D. Dreger, Anne Fausto-Sterling, Margaret Gibson, Stephanie Kenen, Hubert Kennedy, Harry Oosterhuis, James Steakley, Richard Pillard, Jennifer Terry. (shrink)

This new translation of The Upanishads is at once delightfully simple and rigorously learned, providing today's readers with an accurate, accessible rendering of the core work of ancient Indian philosophy. The Upanishads are often considered the most important literature from ancient India. Yet many academic translators fail to capture the work's philosophical and spiritual subtlety, while others convey its poetry at the cost of literal meaning. This new translation by Vernon Katz and Thomas Egenes fills the need for an (...) Upanishads that is clear, simple, and insightful - yet remains faithful to the original Sanskrit. As Western Sanskrit scholars who have spent their lives immersed in meditative practice, Katz and Egenes offer a unique perspective in penetrating the depths of Eastern wisdom and expressing these insights in modern yet poetic language. Their historical introduction is suited to newcomers and experienced readers alike, providing the perfect entry to this unparalleled work. (shrink)

Bowman-Smart et al. (2023) argue for a framework to examine the ethical issues associated with genetic screening for non-medical traits in the context of noninvasive prenatal testing (NIPT). Such s...