All commentators so far as I know have believed that lines 100–1 are simply a vague paraphrase for Jebb's translation may be taken to represent the usual view: ‘… is he threading the straits of the sea, or hath he found an abode on either continent?’ But this sense is not only poetially inept, but linguistically impossible.

Jebb renders the last clause as follows: ‘The warrior of the white shield, who came from Argos in his panoply, hath been stirred by thee to headlong flight, in swifter career.’ ‘In swifter career’ is a discreet rendering of ., Jebb says, ‘does not mean “in flight swifter than their former approach“ nor “the reins are shaken ever faster on the horses' necks”.’ ‘The Argives’, he writes, ‘began their retreat in the darkness : when the sun rises, the flashing steel (...) of their bridles shows them in headlong flight’. Cf. P. Mazon, R.E.G. xxv , 13. This view is shared by all modern scholars, except that Dain and Mazon put commas after and translate accordingly; which I do not think is an improvement. How to Cite This Article. (shrink)

The second play of the trilogy begins with the appearance before Agamemnon's tomb of the long-absent Orestes, who prays to Hermes for aid in his revenge and then dedicates upon the tomb a lock of hair cut from his own head. He is interrupted by the entrance of Electra together with the captive women who form the Chorus; in consequence of an evil dream, Clytemnestra has sent them to pour a libation to the spirit of her murdered husband. After discussion (...) with the Chorus, Electra resolves to accompany that libation not with words of appeasement, but with a prayer for her father's help in taking revenge upon his murderers. Going to the tomb to pour the libation, she notices upon it the lock put there by Orestes . She notices that the hair is like her own, and at once suspects that it may be her brother's. ‘How can he have dared to come here?’ the Chorus ask her ; and she replies that he must have sent the lock from his place of exile. The thought that Orestes' return is impossible plunges both the Chorus and Electra into deep sorrow, and in tears Electra broods over the lock . It can belong only to Orestes; she wishes it could speak, so that either she could know it not to be his, or else it could at least take part with her in mourning. At this point, if we cantrusttheone manuscript, Electra breaks off her reflections with a prayer . ‘But we call upon the gods,’ she says, ‘well do they know by what storms, like sailors, we are buffeted; but if we are fated to find safety, from a small seed may grow a mighty trunk.’ Next, if we are to trust what is transmitted, Electra catches sight of a new indication of her brother's presence. ‘Yes, and here are tracks,’ she says , ‘a second indication, the tracks of feet matching each other and resembling mine. Yes, for here are two outlines of feet, his own and those of some companion. The heels and the outlines of the tendons agree in their proportions with my prints. I am in torment, and my wits are confounded.’. (shrink)

Issues surrounding human embryos are poignant and profound. Should research be conducted on them? Should they be discarded? Should they be donated to infertile couples? The Warnock Report was a landmark in providing guidelines limiting experimentation on human embryos to the first 14 days after fertilization, at which time implantation of the embryo is complete and the primitive streak has appeared.2 However, these embryological features were not considered sufficiently distinctive to bestow upon this 14‐day period a separate classification. This situation (...) changed when, in 1986, Anne McLaren suggested the use of the terms ‘pre‐embryo’ or ‘conceptus' to designate “the entire product of the fertilized egg up to the end of the implantation stage” and the term ’embryo‘ for “that small part of the pre‐embryo or conceptus, first distinguishable at the primitive streak stage, that later develops into the foetus.”3In this paper we look critically at the term ‘pre‐embryo’, and we shall present the case for an alternative set of terms, namely, embryo‐placenta and embryo‐fetus. We consider this latter to be biologically‐based terminology, that does not have any connotation of restricted moral value as the term pre‐embryo does for some. (shrink)

Are we to restore ‘sit on eggs’ after Hesychius or ‘cry ’, ‘lament’ after Nauck? In his recent supplement to the Loeb Aeschylus, Mr. Lloyd-Jones says that the latter ‘is far better suited to the context’, by which I am given to understand that he means that Aeschylus would have been very unlikely to employ the brooding metaphor in this passage. Admonished by Wilamowitz that ‘es unverzeihlich ist, das Bild der briitenden Henne zu vertreiben’, I fall back in (...) some bewilderment on the fact that I personally like it very much and that the tomb-nest symbolism, though not absolutely presupposed by Cho. 247 ff. and 501(), would certainly have encouraged the poet to write these later passages. But there is a dearth of objective argument on this matter which I want, if possible, to supply. (shrink)

D I Lloyd; I Experientially Remember, Therefore I Exist? A reply to R. D. Smith, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 97–1.

D I Lloyd; I Experientially Remember, Therefore I Exist? A reply to R. D. Smith, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 97–1.

D I Lloyd; Theory and Practice1, Journal of Philosophy of Education, Volume 10, Issue 1, 30 May 2006, Pages 98–113, https://doi.org/10.1111/j.1467-9752.1976.tb0.

D I Lloyd; Theory and Practice1, Journal of Philosophy of Education, Volume 10, Issue 1, 30 May 2006, Pages 98–113, https://doi.org/10.1111/j.1467-9752.1976.tb0.

D I Lloyd; What’s in a Laugh? Humour and its educational significance, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 73–79, https:/.

The Viewpoint article expressed the feelings of unease often encountered at the display of human corpses in museums, whether relating to prehistoric or recent times. The reasons frequently stem from what is seen as a lack of respect for the remains of another human being. In this instance, the underlying concerns are that the corpses are displayed naked, along with lack of consent from anyone with an interest in them. While these are legitimate queries, ethical interests extend further afield to (...) include whether the corpses are identifiable, are prehistoric or recent, and the existence of living descendants. Additional interests include the uses to which corpses are put, namely, research, teaching and/or public displays.In recent years, it has become commonplace to hear of human remains that had been held for many years by universities or museums being repatriated to indigenous people groups in America, Australia and New Zealand for subsequent reburial.1 ,2 However, the debate regarding the ethical uses to which dead bodies may be put has taken a surprising turn in recent years with the extremely popular, highly publicised, public displays of dissected and plastinated whole body cadavers.3Over the years, most people have had few misgivings looking at the remains of prehistoric individuals, or Egyptian mummies.i Attitudes towards viewing mummies have been shaped by the perception that prehistoric remains are located outside our immediate social relationships, and so, have often been considered as anatomical objects rather than the remains of people-now-dead. In other words, their anonymity appears to protect both the corpses …. (shrink)

It first needs to be shown that this question raises a problem, for many people think it is answered, or at least dissolved, in the following way. There are two independent ways of answering the question “Why should I do X?”; one ultimately in terms of what I want to do, the other ultimately in terms of what I morally ought to do. Thus showing that I morally ought to do something is a final justification of a course of action. (...) No answer can be given to the further question “Given that X is what I morally ought to do, why ought I to do X?”. No further moral reasons can be given as ex hypothese the final moral reasons have already been given. As it is denied that moral reasons can be reduced to reasons in terms of what I want to do, the only other possible kind of reason has been ruled out also. This, however, is said net to matter, because moral reasons are not in need cf any further justification. Moral considerations simply are reasons for action just as much as wanting to do something simply is a reason for doing it. (shrink)

The present study of the manuscripts of the Knights arose out of the preparation of a text of the scholia for a forthcoming edition. The completion of a collation of all the manuscripts for the scholia seemed a suitable occasion for extending the inquiry and re-examining our manuscript tradition in both text and scholia, especially as the scholia in a manuscript, provided they come from the same source as the text, can often reveal facts that might escape an investigator who (...) confined himself to the text. The scholia are far greater in bulk than the text, and scribes are often less careful and so more self-revealing in scholia; so that both from the quantitative and qualitative points of view scholia are important for the student of the tradition. (shrink)

Upshot: We seek to address several questions and statements made in the commentaries by elaborating on the four main aspects of the M-N-L framework. Before doing so, we discuss the issue of constructivist teaching in the context of schools. We conclude by hypothesizing on what would be lost in the M-N-L framework by taking constructivism out of the picture.

Context: Constructivist teachers who find themselves working within an educational system that adopts a realist epistemology, may find themselves at odds with their own beliefs when they catch themselves paying closer attention to the knowledge authorities intend them to teach rather than the knowledge being constructed by their learners. Method: In the preliminary analysis of the mathematical learning of six low-performing Year 7 boys in a Maltese secondary school, whom one of us taught during the scholastic year 2014-15, we constructed (...) a conceptual framework which would help us analyze the extent to which he managed to be sensitive to constructivism in a typical classroom setting. We describe the development of the framework M-N-L as a viable analytical tool to search for significant moments in the lessons in which the teacher appeared to engage in what we define as “constructivist teaching” during mathematics lessons. The development of M-N-L is part of a research program investigating the way low-performing students make mathematical sense of new notation with the help of the software Grid Algebra. Results: M-N-L was found to be an effective instrument which helped to determine the extent to which the teacher was sensitive to his own constructivist beliefs while trying to negotiate a balance between the mathematical concepts he was expected to teach and the conceptual constructions of his students. Implications: One major implication is that it is indeed possible for mathematics teachers to be sensitive to the individual constructions of their learners without losing sight of the concepts that society, represented by curriculum planners, deems necessary for students to learn. The other is that researchers in the field of education may find M-N-L a helpful tool to analyze CT during typical didactical situations established in classroom settings. (shrink)

If the world were wholly just, the following inductive definition would exhaustively cover the subject of justice in holdings.1. A person who acquires a holding in accordance with the principle of justice in acquisition is entitled to that holding.2. A person who acquires a holding in accordance with the principle of justice in transfer, from someone else entitled to the holding, is entitled to the holding.3. No one is entitled to a holding except by applications of i and 2.The complete (...) principle of distributive justice would say simply that a distribution is just if everyone is entitled to the holdings they possess under the distribution. (shrink)

Mill says that the object of his essay On Liberty is to defend a certain principle, which I will call the ‘liberty principle’, and will take to say the following: ‘It is permissible, in principle, for the state or society to control the actions of individuals “only in respect to those actions of each, which concern the interest of other people”’. The liberty principle is a prescription of intermediate generality. Mill intends it to support more specific political prescriptions, such as (...) liberty of conscience, of expressing and publishing opinions, of framing a plan of life to suit our own character, and of combination for any purpose not involving harm to others . The liberty principle is more general than these prescriptions but less general than its possible moral foundations, such as utilitarianism. My concern will be with attempts to defend the liberty principle by showing it to be supported by an acceptable moral position. (shrink)

There are a number of grounds for criticizing what the state requires of one, and for thinking that one no longer has an obligation to obey it. I will begin by attempting to locate liberalism amongst such grounds. It is useful for this purpose to contrast two headings under which these grounds may fall. Firstly, there are criticisms concerning the content of the requirements of the state. In this case exception is taken to what it is that the law requires (...) quite apart from the process by which it was arrived at. If Jews are legally prevented from practising certain professions, and objection is taken because no state should make laws debarring persons from certain professions on religious grounds, the objection is one of content. Secondly, there are grounds concerning the procedure by which a decision was reached. If it is thought that the British Government ought not to have signed the Treaty of Rome because no referendum was taken on whether the electorate wanted Britain to join, exception is taken to the procedure by which this decision was made. The objection could be made by one who thought that British entry was the best policy. liberalism lays down principles concerning the permissible content of what is required by the state. (shrink)

Issues surrounding human embryos are poignant and profound. Should research be conducted on them? Should they be discarded? Should they be donated to infertile couples? The Warnock Report was a landmark in providing guidelines limiting experimentation on human embryos to the first 14 days after fertilization, at which time implantation of the embryo is complete and the primitive streak has appeared.2 However, these embryological features were not considered sufficiently distinctive to bestow upon this 14‐day period a separate classification. This situation (...) changed when, in 1986, Anne McLaren suggested the use of the terms ‘pre‐embryo’ or ‘conceptus' to designate “the entire product of the fertilized egg up to the end of the implantation stage” and the term ’embryo‘ for “that small part of the pre‐embryo or conceptus, first distinguishable at the primitive streak stage, that later develops into the foetus.”3 In this paper we look critically at the term ‘pre‐embryo’, and we shall present the case for an alternative set of terms, namely, embryo‐placenta and embryo‐fetus. We consider this latter to be biologically‐based terminology, that does not have any connotation of restricted moral value as the term pre‐embryo does for some. (shrink)

In this paper I contend that the 'superfluity' of triangles is only apparent; all those specified are indeed required for the smallest sub-units, so long as the symmetry of the final body to be constructed is taken into account at earlier stages.

Mill says that the object of his essay On Liberty is to defend a certain principle, which I will call the ‘liberty principle’, and will take to say the following: ‘It is permissible, in principle, for the state or society to control the actions of individuals “only in respect to those actions of each, which concern the interest of other people”’. The liberty principle is a prescription of intermediate generality. Mill intends it to support more specific political prescriptions, such as (...) liberty of conscience, of expressing and publishing opinions, of framing a plan of life to suit our own character, and of combination for any purpose not involving harm to others. The liberty principle is more general than these prescriptions but less general than its possible moral foundations, such as utilitarianism. My concern will be with attempts to defend the liberty principle by showing it to be supported by an acceptable moral position. (shrink)

If the world were wholly just, the following inductive definition would exhaustively cover the subject of justice in holdings.1. A person who acquires a holding in accordance with the principle of justice in acquisition is entitled to that holding.2. A person who acquires a holding in accordance with the principle of justice in transfer, from someone else entitled to the holding, is entitled to the holding.3. No one is entitled to a holding except by applications of i and 2.The complete (...) principle of distributive justice would say simply that a distribution is just if everyone is entitled to the holdings they possess under the distribution. (shrink)

This paper examines creative strategies employed inscientific modelling. It is argued that being creativepresents not a discrete event, but rather an ongoingeffort consisting of many individual `creative acts''.These take place over extended periods of time andcan be carried out by different people, working ondifferent aspects of the same project. The example ofextended extragalactic radio sources shows that, inorder to model a complicated phenomenon in itsentirety, the modelling task is split up into smallerproblems that result in several sub-models. This is away (...) of using cognitive resources efficiently and in away which overcomes their limitations. Another aspectof modelling that requires creativity is theemployment of visualisation in order to reassemble,i.e. recreate the unity of, the various sub-models bymeans of visualisation. This illustrates how thecreative effort required to deal with the complexityof the complicated phenomenon of radio sources ischannelled in order to use cognitive resourcesefficiently and to stay within their capacity. (shrink)

“Ancient DNA Research” is the practice of extracting, sequencing, and analyzing degraded DNA from dead organisms that are hundreds to thousands of years old. Today, many researchers are interested in adapting state-of-the-art molecular biological techniques and high-throughput sequencing technologies to optimize the recovery of DNA from fossils, then use it for studying evolutionary history. However, the recovery of DNA from fossils has also fueled the idea of resurrecting extinct species, especially as its emergence corresponded with the book and movie Jurassic (...) Park in the 1990s. In this paper, I use historical material, interviews with scientists, and philosophical literature to argue that the search for DNA from fossils can be characterized as a data-driven and celebrity-driven practice. Philosophers have recently argued the need to seriously consider the role of data-driven inquiry in the sciences, and likewise, this history highlights the need to seriously consider the role of celebrity in shaping the kind of research that gets pursued, funded, and ultimately completed. On this point, this history highlights that the traditional philosophical and scientific distinctions between data-driven and hypothesis-driven research are not always useful for understanding the process and practice of science. Consequently, I argue that the celebrity status of a particular research practice can be considered as a “serious epistemic strategy” that researchers, as well as editors and funders, employ when making choices about their research and publication processes. This interplay between celebrity and methodology matters for the epistemology of science. (shrink)