I suppose you realize, as I do, how few of our school children have had the privilege of seeing even casts of the masterpieces of ancient art? They never see the sculptures of the Parthenon, the Hermes of Praxiteles, the Victory of Samothrace, the Venus of Melos, the Augustus Caesar, the works of Donatello, the achievements of Michelangelo. The same is true of our university students—thousands of them. They hear endless talk about these things as the recognized treasures of civilization, (...) the inheritance of the ages, but they never see them.... We... used to be familiar with casts in our art museums, for they once had fine collections and exhibited them in proud array. They have disappeared and are now packed.. (shrink)

There are two intriguing paradoxes in molecular biology-the inconsistent relationship between organismal complexity and (1) cellular DNA content and (2) the number of protein-coding genes-referred to as the C-value and G-value paradoxes, respectively. The C-value paradox may be largely explained by varying ploidy. The G-value paradox is more problematic, as the extent of protein coding sequence remains relatively static over a wide range of developmental complexity. We show by analysis of sequenced genomes that the relative amount of non-protein-coding sequence increases (...) consistently with complexity. We also show that the distribution of introns in complex organisms is non-random. Genes composed of large amounts of intronic sequence are significantly overrepresented amongst genes that are highly expressed in the nervous system, and amongst genes downregulated in embryonic stem cells and cancers. We suggest that the informational paradox in complex organisms may be explained by the expansion of cis-acting regulatory elements and genes specifying trans-acting non-protein-coding RNAs. (shrink)

Is racism an act of the will? A disease? A bad habit? A result of lost virtues or of historical economic forces? Can we reliably claim that racism is an affront to justice? How does our scientific understanding of "race" affect our ethical considerations? How can we ever know if we are acting from racist assumptions? With Leonard Harris, Naomi Zack, and Hugh Taft-Morales.

This piece is Chapter Two of Jessie Taft's 1913 doctoral dissertation The Woman Movement from the Point of View of Social Consciousness.

From his earliest writings as a student in the Evangelical Stift in Tübingen to the last years of his life as a professor in Berlin, art played a major role in Hegel’s various philosophical formulations. It is important to note, however, that although Hegel remained convinced of the general importance of art for his own philosophical endeavors, the particular details of his interpretation of its significance changed quite markedly over the years as he developed his own unique philosophical position and (...) as his firsthand experience of works of art increased. In this paper I will concentrate on some of Hegel’s earliest efforts toward developing his own philosophical system, and will show how this development is reflected in a fundamental transformation of his interpretation of the significance of art. More specifically, I will establish in what follows that one major consequence of Hegel’s evolving systematic philosophy is an “impoverishment” of the artistic in the sense that art comes to lose a certain fertility which it had had in his earlier views. This impoverishment is in effect the price exacted if art is to assume a place within Hegel’s system, precisely because the role and significance of art now come to be defined by and expressed in terms of its place in that system. Although this paper will be concerned with only the first stages in a process of development which continues all the way up to his Berlin lectures on beautiful art, it will nonetheless become apparent that Hegel’s early understanding of art has to have been radically altered for such a development even to begin. (shrink)

The author's conversation with his daughter, Maya, on Philosophy and rights.

The author's conversation with his daughter, Maya, on Philosophy and rights.

Small-group discussion and documentation between three students that explains their opinion on “what is a right” and the foundation and process of their thinking.

Small-group discussion and documentation between three students that explains their opinion on “what is a right” and the foundation and process of their thinking.

Small-group discussion and documentation between three students that explains their opinion on “what is a right” and the foundation and process of their thinking.

Small-group discussion and documentation between three students that explains their opinion on “what is a right” and the foundation and process of their thinking.

Ce volume envisage l'amour en tant qu'objet polymorphe : Eros, Philia, Agapé, mais aussi Storgé. Les mots grecs rendent compte, du large spectre amoureux : amour romantique, amour sexuel, amour de soi, de l'autre, pour l'autre... des catégories qui placent les manifestations du sentiment amoureux dans un espace de contraintes et de possibilités qui relève du social et du discursif. Les travaux qui sont ici réunis s'attachent ainsi à interroger des genres artistiques et discursifs dans lesquels s'ancre l'amour, ils abordent (...) la littérature et le cinéma, mais aussi l'histoire, l'histoire des idées, la sociologie l'ethnologie ou la psychologie. Ces recherches mettent en avant que l'amour constitue une manière d'appréhender et d'expliquer le monde puisqu'on peut lire à travers lui les rapports qui définissent nos sociétés et qui le définissent à leur tour. (shrink)