This, the twenty-seventh volume in the annual series of publications by the American Society for Political and Legal Philosophy, features a number of distinguised contributors addressing the topic of criminal justice. Part I considers "The Moral and Metaphysical Sources of the Criminal Law," with contributions by Michael S. Moore, Lawrence Rosen, and Martin Shapiro. The four chapters in Part II all relate, more or less directly, to the issue of retribution, with papers by Hugo Adam Bedau, Michael Davis, Jeffrie (...) G. Murphy, and R. B. Brandt. In the following part, Dennis F. Thompson, Christopher D. Stone, and Susan Wolf deal with the special problem of criminal responsibility in government-one of great importance in modern society. The fourth and final part, echoing the topic of NOMOS XXIV, Ethics, Economics, and the Law , addresses the economic theory of crime. The section includes contributions by Alvin K. Klevorick, Richard A. Posner, Jules L. Coleman, and Stephen J. Schulhofer. A valuable bibiography on criminal justice by Andrew C. Blanar concludes this volume of NOMOS. (shrink)

This volume provides a concentrated and powerful dialog about the nexus between schools, prisons, and the free-market economy where youth are on fast tracks from schools to prisons.

The editor of this text has brought together fifteen selections representing some of the major contributions philosophers have made to the study of the aims of education. This anthology is organized into three parts: classical, modern and analytic philosophies of education. Each selection is preceded by the editor’s one page introduction, which unfortunately is far too short to prepare the student to deal technically with the material. In the part devoted to classical writings on education, texts from Plato and Aristotle (...) are offered with no regard to the cultural setting, while the excerpts from Locke, Rousseau and Kant seem to be presented principally with a concern for moral education. The five modern selections are far more interesting, particularly those from Dewey and Russell. The material from Maritain and Whitehead is preponderantly practical, though Sidney Hook’s defense of Dewey will afford the student an appreciation of careful argument. By far the most engaging part of the book is the last, comprising significant selections from Scheffler, Ryle and Jane Roland Martin. A portion of R. S. Peters’ Authority, Responsibility and Education is reprinted, but surprisingly enough, Peters’ far better book, Ethics and Education, is neglected. Cahn presents a short essay of his own, "Is There an Analytic Philosophy of Education?" which he probably would have modified had he been acquainted with Peters’ recent work. The likely use of this anthology is the teacher education course commonly referred to coincidentally by the same title. It is to Cahn’s credit that he has attempted to expose the education student to genuine philosophy, yet this anthology presents a mere mass of material without an effort at providing direction, structure or synthesis. The serious philosophical work of systematically analyzing education, culture, self and meaning still remains as much a task as it did before, though now thanks to Cahn some of the working materials for such an endeavor have been made more available.—J. T. K. (shrink)

This chapter contains sections titled: The Missing Women A Case Study of Cultural Loss Cultural Wealth Regained Making the Cultural Wealth Work Agenda for the Future.

Political theory is notoriously a hodgepodge. Whatever its status may be, no one would claim that it today occupies a standing comparable to that of economic theory. Theorists variously attempt to justify or to explain, to provide bases for prediction or frameworks for analysis. Even within the realm of democratic theory there is no “august corpus,” in Holmes's phrase, no body of closely articulated propositions with which in general all agree, subject only to differences of emphasis or in detail. One (...) hears of “classical” democratic theory; but if it must include both Locke and Rousseau, Bentham and the two Mills, not to mention T. H. Green and other democratic Idealists, it is clear that it is a bundle of theories rather than a single body of doctrine. Likewise we hear today of “revisionist” democratic theory, the theory of polyarchy or pluralist democracy, and most recently theories of “participatory democracy,” which even out-Rousseau the great Genevan. (shrink)

Martin HEIDEGGER, Fiinţă şi timp [Être et temps] ; Bruce BÉGOUT, La généalogie de la logique. Husserl, l’antéprédicatif et le catégorial ; François-David SEBBAH, L’épreuve de la limite. Derrida, Henry, Levinas et la phénoménologie ; Marcus BRAINARD, Belief and its Neutralization. Husserl’s System of Phenomenology in Ideas I ; Toine KORTOOMS, Phenomenology of Time. Edmund Husserl’s Analysis of Time-Consciousness ; Roland BREEUR, Singularité et sujet. Une lecture phénoménologique de Proust ; John J. DRUMMOND & Lester EMBREE, Phenomenological Approaches (...) to Moral Philosophy A Handbook. (shrink)