Although we find the idea of representation by similarities attractive as such, we have two main objections to the specific proposal of Edelman. First, he does not consider complexity issues in terms of storage and speed of recall for recognition. Related to this, the appearance of objects depends on far more factors than just shape, illumination, and pose. This requires an intermediate shape abstraction process that extracts category-specific shape properties from the mixed appearance of images.

Personalism is understood today as the name of an important current in twentieth-century thought which, inspired by the Christian and humanistic traditions of the West, has sought to deepen our understanding of the meaning and value of human personhood. Opposing both individualism and collectivism, personalism has stressed the uniqueness of each person, the meaning and value of interpersonal relations, and the unity that holds persons together and is, ultimately, also personal in itself: the person of God. Personalism's insights into the (...) nature of personhood have broad implications for our view of ethics, politics, education, and religion. The history of personalism has, however, been poorly understood. Jan Olof Bengtsson shows that personalism began as early as the eighteenth century and was a central, international current of thought throughout the nineteenth century - that it was, in fact, more characteristic of the nineteenth century than of the twentieth. (shrink)

As a philosopher rather than a historian, Phillip Ferreira tends naturally, in his article in this issue of The Pluralist, "On the Imperviousness of Persons," as in his first one on The Worldview of Personalism, to place the emphasis quite as much on the general philosophical issues as on the specific historical interpretation of Pringle-Pattison. But this emphasis was from the beginning invited by my own assessment of Pringle-Pattison. I will continue here to answer Ferreira to a considerable extent in (...) its terms, but, as a historian rather than a philosopher, I will try to use arguments which, based on my historical knowledge of them, I think would have been those of Pringle-Pattison and the other personal .. (shrink)

Collecting papers read at a conference with the same title at Harris Manchester College, Oxford, in 1997, the present volume bears eloquent witness to the growing interest in idealistic philosophy. In his introduction, the editor, Bill Mander, provides historical sketches of the idealists covered, but the historical scholarship signalled by the title is interwoven throughout with — mostly idealist — philosophizing in the present. Staying short for the most part of broader historical perspectives, some papers highlight important aspects of the (...) intellectual context in which idealism, as reconsidered today, necessarily finds itself, and point to its possible contributions, while others continue an idealistic discourse very much on its own terms. Properly enough in the idealistic context however, most of the contributors seem to be aware that history and present philosophizing cannot be wholly separated. If they do not directly address it, most contributions at least illustrate abundantly what is presently, and what was during the historical period covered, taking place on the modern scene as set by broader and deeper cultural forces, the proper understanding of which, as will soon become clear, I think in some cases holds a key to the assessment of important aspects of their subject-matter. Mention will be made of all papers, but since in-depth analyses of each are here impossible, while being in this case at the same time desirable, I choose to discuss about one third of the contributions in greater detail. (shrink)

Collecting papers read at a conference with the same title at Harris Manchester College, Oxford, in 1997, the present volume bears eloquent witness to the growing interest in idealistic philosophy. In his introduction, the editor, Bill Mander, provides historical sketches of the idealists covered, but the historical scholarship signalled by the title is interwoven throughout with — mostly idealist — philosophizing in the present. Staying short for the most part of broader historical perspectives, some papers highlight important aspects of the (...) intellectual context in which idealism, as reconsidered today, necessarily finds itself, and point to its possible contributions, while others continue an idealistic discourse very much on its own terms. Properly enough in the idealistic context however, most of the contributors seem to be aware that history and present philosophizing cannot be wholly separated. If they do not directly address it, most contributions at least illustrate abundantly what is presently, and what was during the historical period covered, taking place on the modern scene as set by broader and deeper cultural forces, the proper understanding of which, as will soon become clear, I think in some cases holds a key to the assessment of important aspects of their subject-matter. Mention will be made of all papers, but since in-depth analyses of each are here impossible, while being in this case at the same time desirable, I choose to discuss about one third of the contributions in greater detail. (shrink)

pp. 79–103 The idea of utility in Adam Smith's The Theory of Moral Sentiments Rosen, F.

Personalism is understood today as the name of an important current in twentieth-century thought which, inspired by the Christian and humanistic traditions of the West, has sought to deepen our understanding of the meaning and value of human personhood. Opposing both individualism and collectivism, personalism has stressed the uniqueness of each person, the meaning and value of interpersonal relations, and the unity that holds persons together and is, ultimately, also personal in itself: the person of God. Personalism's insights into the (...) nature of personhood have broad implications for our view of ethics, politics, education, and religion. The history of personalism has, however, been poorly understood. Jan Olof Bengtsson shows that personalism began as early as the eighteenth century and was a central, international current of thought throughout the nineteenth century - that it was, in fact, more characteristic of the nineteenth century than of the twentieth. (shrink)

As regular readers of The Pluralist are aware, there appeared in 2008 an issue devoted to Jan Olof Bengtsson's The Worldview of Personalism.1 The issue included five articles, each concerned with a different aspect of the book; and after each article, there was a "Reply" by Bengtsson. In what follows, I shall say something about Bengtsson's reply to my own contribution, "Absolute and Personal Idealism." However, first let me briefly describe that article's argument.In "Absolute and Personal Idealism," I examined (...) the personalist attack on absolutism as formulated by Andrew Seth Pringle-Pattison in two works: Hegelianism and Personality and The Idea of God in the Light of Recent Philosophy. In the first section of .. (shrink)

This five-volume edition of Aristotle's works in Greek is (with the exception of Vol. III) a photomechanical copy of the standard edition of Aristotle's works from 1831-1870. Vols. I And II contain Aristotle's works. VOlume III presents O. GIgon's revision and supplementation of Aristotle's fragments. VOl. IV Presents a selection of the most important sections of Classical commentaries on Aristotle, together with a concordance with the Commentaria in Aristotelem Graeca. VOl. V Contains a copy of H. BOnitz' Index Aristotelicus.

Student behavioural disengagement is a problem in many schools. This paper aims to explain why students’ behavioural disengagement occurs and reoccurs in Swedish classrooms in terms of two mechanisms. Mechanisms that explain student disengagement are tested quantitatively and illustrated qualitatively with primary data consisting of 74 video-recorded classroom lessons from three compulsory schools in Sweden. The regressions suggest that peer encouragement and the school subject curriculum are central for explaining student behavioural disengagement. Qualitative analysis decomposes how the mechanisms of peer (...) encouragement and school subject curriculum increase the risk of behavioural disengagement in real time using transcripts and images. In conclusion, this study shows how both mechanisms provide complementary explanations for students’ behavioural disengagement. (shrink)

This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a (...) range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of children's books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. Including an afterword by Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, the book will be of great interest to students and researchers in the field of sustainability education. (shrink)

This book presents a number of fundamentally challenging perspectives that have been brought to the fore by the national tests on religious education (RE) in Sweden. It particularly focuses on the content under the heading Ethics. It is common knowledge that many teachers find these parts difficult to handle within RE. Further, ethics is a field that addresses a range of moral and existential issues that are not easily treated. Many of these issues may be said to belong to the (...) philosophical context, in which "eternal questions" are gathered and reflected upon. The first chapters highlight the concepts of ethical competence and critical thinking. In the following chapters the concept of ethical competence is analyzed with regard to teachers' objectives and to students' texts, respectively. These chapters pursue a more practice-related approach and highlight specific challenges identified from both teacher and student perspectives. Next, the book raises the issue of global responsibility. What kind of critical issues arise when handling such matters at school? Further, can contemporary moral philosophers contribute to such a discussion? In turn, the book discusses the role of statistical analyses with regard to national tests, while the closing chapters present international perspectives on the book's main themes and concluding remarks. The book's critical yet constructive approach to issues regarding assessment in ethics education makes a valuable contribution to an ongoing debate among researchers as well as to the everyday communication on testing in schools and classrooms. As such, it will appeal to scholars in ethics education and researchers in the field of assessment, as well as educators and teachers interested and engaged in the task of testing ethics in school contexts where curricular demands for valid and authoritative evaluation may provide important guidelines, but may also pose challenges of their own. (shrink)

Nästan alla bekänner sig till idealet om oberoende forskning. Men i praktiken är den vetenskapliga friheten begränsad av både politiken och marknaden. Vilken är egentligen vetenskapens roll i det öppna samhället?

It can be tempting to think of affect as a matter of the present moment – a reaction, a feeling, an experience or engagement that unfolds right now. This paper will make the case that affect is better thought of as not only temporally extended but as saturated with temporality, especially with the past. In and through affectivity, concrete, ongoing history continues to weigh on present comportment. In order to spell this out, I sketch a Heidegger-inspired perspective. It revolves around (...) two claims. The first is that we should understand what Heidegger calls 'Befindlichkeit' (findingness) as radical situatedness. Affectivity is a matter of 'finding oneself' constellated – thrown – into the world in ways that outrun what an individual or collective might grasp and process. The second claim is that the temporal dimension, as a relatedness to the past, takes precedence in affect's situatedness. Key to affect is the way in which the past continues to hold sway over present comportment, collectively and individually. In order to articulate this perspective, it is important to overcome the idea that affect must be understood mainly in terms of feeling or experiential states of other kinds. Better suited to grasp the idea of findingness is the concept of 'disclosive posture', as proposed by Katherine Withy. I suggest that this notion should be put at the fore of a phenomenological approach to situated affectivity. (shrink)

The Swedish Jewish historian Hugo Valentin (1888–1963) founded the field of Swedish Jewish history in the 1920s. Valentin was also a prominent and public figure in Swedish Jewish affairs, as a writer, Zionist and refugee activist. This article focuses on Valentin’s analysis of antisemitism, from the 1920s to the early 1950s. It pays equal attention to the continuity and change of his writings on the topic, analysed in relation to such political contexts as the ‘Jewish question’, Zionism and anti-Nazi responses, (...) and advances within scholarly research on antisemitism. It shows that Valen­tin staked out a new approach to the topic of antisemitism, in which Jewish characteristics and the so-called Jewish question, while not completely absent, were placed within parentheses. Instead, he presented antisemitism and individual antisemites as problems in their own right, which, given Nazi German expansionism and the outbreak of the Second World War, seemed to be a greater and more urgent issue than whatever questions might have pertained to Jews and their place in modern society. (shrink)

This paper treats the problem of which type of units, individuals or whole societies, should be used when explaining societal phenomena. It is argued that factors operating at the individual level in principle form societies, and that societal phenomena therefore should ideally be explained at this level. However, it is also argued that many societal phenomena cannot in practice be analyzed at the individual level in a clear and strict way, but rather must be analyzed holistically, because it is not (...) known how they are related to individual factors due to the complexity of societies. For societies to be described and analyzed in a clear and strict way, they must as a rule be much simplified, and such simplification is often made easier by abandoning the individualistic perspective. If researchers still wish to describe a connection between individual factors and a societal phenomenon, they often must do so in vague terms. There are also other problems with the individualistic perspective that make it difficult to use. However, using the holistic perspective may be risky, as shown by two hypothetical examples. (shrink)

Constitutivism explains norms in terms of their being constitutive of agency, actions, or certain propositional attitudes. However, the shmagency objection says that if we can be shmagents – like agents, minus the norm-explaining features of agency – we can avoid the norms, so the explanation fails. This paper extends this objection, arguing that constitutivists about practical norms suffer from it despite their recent attempts to solve it. The standard response to the objection is that it is self-defeating for agents to (...) become shmagents. I agree, but the response ignores the possibility of shmagents who consider whether to be agents while already standing outside agency. Another response says that we ought to be agents because agency is, in some sense, normatively valuable, and if so, we can explain norms in terms of this valuable form of agency. But then the norms that our constitutions are supposed to explain are underdetermined because it is unclear how much we ought to care about this value. I conclude that the shmagency objection has yet to be answered. (shrink)