The contemporary creation–evolution debate has become so polarized (over the issue of either Genesis or evolutionary science) as to obscure the more nuanced questions that have arisen in the historical and theological reception of Darwinism. Edinburgh's New College has been the academic home to some prominent scientists and theologians who have grappled with these questions since the early days of evolutionary science in the first half of the nineteenth century. Most obviously, this activity was focused on the decision to (...) create a Chair in Natural Science in 1845, which would be occupied by a recognized scientist. The Chair became “extinct” in the 1930s, but in between times, its holders made important theological assessments of evolution along the way. This article outlines the contributions made by the individuals who occupied this Chair, as well as more recent figures in the evolution of science and theology at New College. (shrink)

Though P. G. Tait was in a seemingly perfect position to teach both William Thomson's thermodynamics and James Clerk Maxwell's electromagnetic theory of light, he did not. Tait probably first encountered the new thermodynamics in the 1850s at Queen's College, Belfast, and presented the ideas in his inaugural lecture at Edinburgh in 1860, soon making energy theory the centre-piece of his course there. The comprehensiveness of energy theory plus Thomson's opposition to Maxwell's electromagnetic theory evidently combined in causing Tait (...) to de-emphasize Maxwell's theory. Ironically, Tait, the loyal Scot, thus inadvertently contributed to what might be termed the Anglicization of Scottish natural philosophy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Supplement to: "David Hume to Alexander Dick: A New Letter" Heiner F. Klemme Afterreading Hume'slettertoDick,1 Professor Ian Rosskindlybrought to my attention William R. Brock's book, Scotus Americanus: A survey ofthe sources for links between Scotland and America in the eighteenth century. There is helpful information in Brock's book toidentify the two Scots referred to by Hume in his letter to Sir Alexander Dick. The first ofthese men is (...) likely to be the Reverend George Panton,2 who had been in charge of the Grammar School at Jedburgh in 1769 and had obtained a degree from Marischal College. After becoming a clergyman of the Church of England, he set out for New York to take employment as tutor to the children of a Colonel Philips. He arrived there by June 1773. Hume belonged to a number ofinfluential friends who supported him in his undertaking. In his letter to Dick, Hume asked him to recommend Panton to a certain Mr Smith. This person is probably the Reverend Dr. William Smith,3 an episcopal divine, who was born in Aberdeenshire in 1727. After becoming a tutor to the children ofJosiah Martin, he arrived inNewYork in May 1751. During his short stay he wrote an anonymous pamphlet in which he urged the foundation ofa King's College there. The college came into existence in 1754, changing its name to Columbia University later on. Smith played an important role in the development ofAmerican higher education by promoting the new educational method ofthe Scottish universities. He was appointed to teach logic, rhetoric, ethics, and natural philosophy at Benjamin Franklin's new College of Philadelphia in 1754 and became first Provost of the then University of Pennsylvania a year later. It was Smith who edited and published American Magazine for the first time. Philipps-UniversitätMarburg Heiner Klemme, "David Hume to Alexander Dick: A New Letter," Hume Studies 16, no. 2 (November 1990): 87-88. William R. Brock, Scotus Americanus: A survey ofthe sources for links between Scotland and America in the eighteenth century (Edinburgh, 1982), 42, 107-8. Brock, 111-12. Volume XVII Number 1 87 88Hume Studies... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Supplement to: "David Hume to Alexander Dick: A New Letter" Heiner F. Klemme Afterreading Hume'slettertoDick,1 Professor Ian Rosskindlybrought to my attention William R. Brock's book, Scotus Americanus: A survey ofthe sources for links between Scotland and America in the eighteenth century. There is helpful information in Brock's book toidentify the two Scots referred to by Hume in his letter to Sir Alexander Dick. The first ofthese men is (...) likely to be the Reverend George Panton,2 who had been in charge of the Grammar School at Jedburgh in 1769 and had obtained a degree from Marischal College. After becoming a clergyman of the Church of England, he set out for New York to take employment as tutor to the children of a Colonel Philips. He arrived there by June 1773. Hume belonged to a number ofinfluential friends who supported him in his undertaking. In his letter to Dick, Hume asked him to recommend Panton to a certain Mr Smith. This person is probably the Reverend Dr. William Smith,3 an episcopal divine, who was born in Aberdeenshire in 1727. After becoming a tutor to the children ofJosiah Martin, he arrived inNewYork in May 1751. During his short stay he wrote an anonymous pamphlet in which he urged the foundation ofa King's College there. The college came into existence in 1754, changing its name to Columbia University later on. Smith played an important role in the development ofAmerican higher education by promoting the new educational method ofthe Scottish universities. He was appointed to teach logic, rhetoric, ethics, and natural philosophy at Benjamin Franklin's new College of Philadelphia in 1754 and became first Provost of the then University of Pennsylvania a year later. It was Smith who edited and published American Magazine for the first time. Philipps-UniversitätMarburg Heiner Klemme, "David Hume to Alexander Dick: A New Letter," Hume Studies 16, no. 2 (November 1990): 87-88. William R. Brock, Scotus Americanus: A survey ofthe sources for links between Scotland and America in the eighteenth century (Edinburgh, 1982), 42, 107-8. Brock, 111-12. Volume XVII Number 1 87 88Hume Studies... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:David Hume to Alexander Dick: A New Letter Heiner Klemme Hume's letter to the well-known physician and sometime President of the Edinburgh Royal College of Physicians, Sir Alexander Dick (formerlyCunningham)(1703-1785),1 belongs toa series ofinteresting letters written by philosophers and historians of the Scottish Enlightenment to be found in the autograph-collection of the German chemist and historian of science Ludwig Darmstaedter (1846-1927). Although a catalogue has been published which (...) lists the items ofhis collection in 1909, some of its autographs have not been noticed by scholars. The only hitherto known letter from Hume to Dick was written in August 1760. However, Hume mentions Dick once in a letter of 1762. Although the letter of 1771 listed below does not contribute in any specific way to our knowledge of their relationship, it might be of general interest to students ofHume.?. Staatsbibliothek Preußischer Kulturbesitz Berlin (West) Signature: Sammlung Darmstaedter, 2a 1748 (1) [Address:] To Sir Alexander Dick Bar1 Dear Sir This will be deliverdtoyoubyMrPanton,5 whogoes offthe Endof this Week, to New York. I have us'd the Freedom ofintroducing him to you, both as he is a young Man of Merit, and as I thought it probable you might take the Oppertunity of writing to your Friend, Mr Smith, by so good ahand. Ifyou do, I shoudbegofyou to recommend the young Gentlemen to his Acquaintance; and you may safely mention him as a Man of Letters and a Man of Character. He is to settle in New York, and it is impossible but he must get acquainted with Mr Smith; but a Recommendation from so good an Authority as Yours, wou'd serve to Volume XVI Number 2 87 HEINER KLEMME [crossedout: probably]forwardtheirgood Correspondence, andconnect them much sooner with each other. I am Dear Sir Your most obedient and most humble EdinburghServant 18 of March 1771David Hume Philipps-Universität Marburg, F.R.G. 1.For details ofhis life and work see Leslie Stephen, ed., Dictionary ofNational Biography, Vol. 15 (London, 1888), 14a-14b. 2.Ludwig Darmstaedter, Verzeichnis der Autographensammlung (Berlin, 1909), esp. 167. The collection includes the very firstletter Hume wrote in March 1755 to Andrew Strahan, his printer. See my "'And Time does Justice to All the World': Ein unveröffentlichter Brief von David Hume an William Strahan," Journal of the History of Philosophy, forthcoming. Two further letters of Adam Smith to Thomas Cadell are to be published in Archiv für Geschichte derPhilosophie. 3.See R. Klibansky and E. C. Mossner, eds., New letters ofDavid Hume (Oxford, 1954; reprint, New York, 1983), 58-64. 4.See New Letters (above,?. 3), 68. 5.I have not been able to verify the identity ofthis person nor ofthe Mr. Smith mentioned below. 88Hume Studies... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:David Hume to Alexander Dick: A New Letter Heiner Klemme Hume's letter to the well-known physician and sometime President of the Edinburgh Royal College of Physicians, Sir Alexander Dick (formerlyCunningham)(1703-1785),1 belongs toa series ofinteresting letters written by philosophers and historians of the Scottish Enlightenment to be found in the autograph-collection of the German chemist and historian of science Ludwig Darmstaedter (1846-1927). Although a catalogue has been published which (...) lists the items ofhis collection in 1909, some of its autographs have not been noticed by scholars. The only hitherto known letter from Hume to Dick was written in August 1760. However, Hume mentions Dick once in a letter of 1762. Although the letter of 1771 listed below does not contribute in any specific way to our knowledge of their relationship, it might be of general interest to students ofHume.?. Staatsbibliothek Preußischer Kulturbesitz Berlin (West) Signature: Sammlung Darmstaedter, 2a 1748 (1) [Address:] To Sir Alexander Dick Bar1 Dear Sir This will be deliverdtoyoubyMrPanton,5 whogoes offthe Endof this Week, to New York. I have us'd the Freedom ofintroducing him to you, both as he is a young Man of Merit, and as I thought it probable you might take the Oppertunity of writing to your Friend, Mr Smith, by so good ahand. Ifyou do, I shoudbegofyou to recommend the young Gentlemen to his Acquaintance; and you may safely mention him as a Man of Letters and a Man of Character. He is to settle in New York, and it is impossible but he must get acquainted with Mr Smith; but a Recommendation from so good an Authority as Yours, wou'd serve to Volume XVI Number 2 87 HEINER KLEMME [crossedout: probably]forwardtheirgood Correspondence, andconnect them much sooner with each other. I am Dear Sir Your most obedient and most humble EdinburghServant 18 of March 1771David Hume Philipps-Universität Marburg, F.R.G. 1.For details ofhis life and work see Leslie Stephen, ed., Dictionary ofNational Biography, Vol. 15 (London, 1888), 14a-14b. 2.Ludwig Darmstaedter, Verzeichnis der Autographensammlung (Berlin, 1909), esp. 167. The collection includes the very firstletter Hume wrote in March 1755 to Andrew Strahan, his printer. See my "'And Time does Justice to All the World': Ein unveröffentlichter Brief von David Hume an William Strahan," Journal of the History of Philosophy, forthcoming. Two further letters of Adam Smith to Thomas Cadell are to be published in Archiv für Geschichte derPhilosophie. 3.See R. Klibansky and E. C. Mossner, eds., New letters ofDavid Hume (Oxford, 1954; reprint, New York, 1983), 58-64. 4.See New Letters (above,?. 3), 68. 5.I have not been able to verify the identity ofthis person nor ofthe Mr. Smith mentioned below. 88Hume Studies... (shrink)

This volume is intended for professional philosophers and laymen with an interest in East-West studies and comparative philosophy and religion. The central focus is the concept of comparing perspectives from both the Eastern and the Western philosophical traditions on harmony and strife. The unique and happy result is an East-West anthology which is directed at analyzing a single philosophical problem which is of importance to both traditions. Unlike many anthologies which tend to be collections of isolated and unrelated essays, the (...) Editors' focus on a single theme has resulted in a unified volume which maintains a high continuity of interest throughout. The Editors have carefully culled and organized essays from a select group of philosophers from the United States, West Germany, Japan, Australia, Beijing, Taipei and Hong Kong. Harmony and strife are analyzed as systematic concepts in Western philosophy, as parts of classical Chinese thought, as central concepts in Buddhism, as metaphysical concepts, as dialectical concepts and even as null concepts. The Editors have taken great care so that a continuity and a coherence of presentation is achieved despite the striking variety of perspectives from which harmony and strife are analyzed. It is both unusual and important to have such a systematic and thorough investigation of a topic of paramount social and philosophical significance by some of the leading minds of the day. Besides, the essays included are eminently readable. The volume is likely to become a standard work in this area for some years to come. (shrink)

This dictionary, the first dedicated to the work of Gilles Deleuze, offers an in-depth and lucid introduction to one of the most influential figures in continental philosophy. It defines and contextualizes more than 150 terms relating to Deleuze's philosophy, including "becoming," "body without organs," "deterritorialization," "difference," "repetition," and "rhizome." The entries also explore Deleuze's intellectual influences and the ways in which his ideas have shaped philosophy, feminism, cinema studies, postcolonial theory, geography, and cultural studies. More than just defining and describing (...) specific terms, the dictionary elaborates on Deleuze's ideas to reveal the varied applications of his philosophy. The contributors, who include some of the most prominent Deleuze scholars, bring their expert knowledge and critical opinion to bear on the entries. Their work provides a range of theoretical, historical, and aesthetic contexts for anyone interested in Deleuzian thought. Contributors include: Ronald Bogue, University of Georgia; Rosi Braidotti, Utrecht University; Claire Colebrook, University of Edinburgh; Tom Conley, Harvard University; Eugene Holland, Ohio State University; Tamsin Lorraine, Swarthmore College; Paul Patton, University of New South Wales; Kenneth Surin, Duke University; Alberto Toscano, Goldsmiths College. (shrink)

Selon les auteurs le nouveau "College" d'enseignement supérieur devra être petit démocratique, auto-administré et résidentiel ; son but sera de créer une authentique communauté de culture, de connaissances académique et d'économie. Les collèges Ruskin, Bauhaus et Black Mountain sont décrits comme précurseurs.

Over 5 million college students in the United States – nearly one-in-three students currently enrolled – are of immigrant origin, meaning they are either the children of immigrant parents or guardians and/or immigrants themselves. These students accounted for almost 60% of the growth in higher education enrolment in the 21st century. Nevertheless, there is very little research dedicated to this student population's specific experiences of postsecondary education, with similar absences discernible within the realms of higher education policy and practice. Although (...) college campuses are making important progress in building more inclusive spaces, conversations about climate and student care rarely account for the journeys of students of immigrant origin. Featuring 20 chapters written by more than 50 contributors, this book addresses this glaring omission. The authors examine how students of immigrant origin experience the road to, through, and beyond higher education, while, simultaneously, speaking to evidence-based implications for policy, research, and practice. (shrink)

This is the third selection of major works on the Scottish Enlightenment and includes the same combination of hard-to-find and popular works as in the two previous collections. Contents: An Essay on the Natural Equality of Men [1793] William Lawrence Brown, New introduction by Dr. William Scott 308 pp An Enquiry into the Origin of Moral Virtue [1733] Archibald Campbell 586 pp The Philosophical Works [1765] William Dudgeon, New introduction by David Berman 300 pp Institutes of Moral Philosophy For the (...) use of Students in the College of Edinburgh [1769] Adam Ferguson 340 pp A Comparative view of the State and Faculties of Man with those of the Animal World [1774] John Gregory 426 pp An Apology for the Life and Writings of David Hume, Esq [1777] Samuel Jackson A Letter to Adam Smith, On the Life, Death and Philosophy of his friend David Hume Esq [1777] George Horne (Bishop of Norwich) 252 pp. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:A History of Scottish PhilosophyC. Jan SwearingenA History of Scottish Philosophy by Alexander Broadie Edinburgh: Edinburgh University Press, 2009. 400 pp. $120.00, cloth; $45.00, paper.Alexander Broadie’s prolific work on Scottish philosophy, particularly the Scottish Enlightenment’s roots in much earlier Scottish thought, deserves to be better known outside of Britain. While its relevance to rhetoric is more indirect than direct, A History of Scottish Philosophy illuminates several (...) strands in Scottish philosophies of the mind and will, doctrines of freedom and liberty, and assessments of moral sense and reason, culminating in a masterful appraisal of the commonsense philosophy that in the eighteenth century became widely associated with prominent Scottish thinkers who were also philosophers of rhetoric, among them Francis Hutcheson, Adam Smith, and Thomas Reid. The innovative senior-level course in rhetoric and moral philosophy created by these thinkers crossed the Atlantic and had a profound influence, still much debated, on the rhetoric, language, and thought of the American founding era. Many Americans are unaware of the sensitivity within Britain that is still attached to the very notion of a Scottish Enlightenment, a fraught context Broadie addresses in his introduction, beginning with elegantly calm descriptions of the Scottishness of Scottish philosophy and the distinctive figures and ideas that converged in the Scottish Enlightenment. Contesting the commonly held view that the [End Page 186] Scottish Enlightenment fizzled out at the end of the eighteenth century, supplanted by a cultural decline into tartan kitsch and maudlin recherché romanticism, Broadie provides solid evidence of ongoing developments in Scottish moral philosophy and theology and of continued Scottish responses to post-Kantian German idealism.Because Kant rebuked Hume’s philosophy, later Scottish responses to Kant were part of a family of ideas that, Broadie explains, continued in conversation with their predecessors and with the influential German philosophers of the nineteenth century. Although Kant sees himself as refuting Hume’s skepticism, Broadie finds in Kant’s thinking a more sophisticated version of Hume’s ideas. He notes commonsense philosopher Thomas Reid’s view that a theory of ideas, the model of mental representations, always ends in skepticism, a view that led Reid and other commonsense philosophers to focus on commonsense perception and liberty: “an account of the relation between the knower and the known, a relationship between a cognitively active subject and an object located in the real world” (319). It need not be said how much these issues of language and mind relationships continue to be debated in philosophical and rhetorical theory. Today’s skepticism, like that of the eighteenth century, defends a profound doubt about the possibility of knowledge, the perception of reality by individuals and groups, the possibility of any communication or rhetorical interactions that are not “always already” spoken. Revisiting these debates in eighteenth-century Scottish thought, Broadie’s commentary provides a number of illuminating recognition scenes.Broadie’s larger point throughout the book is that the idea that liberty is simultaneously intellectual, volitional, moral, and political—that it represents a capacity for intellectual freedom as well as a civic duty to promote liberty—recurs in Scottish philosophy, self-consciously understood as such, from the time of Duns Scotus to the present. Broadie’s meticulous exposition of the self-understood Scottishness of Scottish philosophy and philosophers is a major achievement of the book. American readers will find particularly interesting the discussions of John Witherspoon in the eighteenth century and James McCosh in the nineteenth, who came from Scotland to become presidents of the College of New Jersey/Princeton. I would add to Broadie’s account that Witherspoon’s influence on the American founding era and his role as the only clergyman to sign the Declaration of Independence is substantially rhetorical. Alongside many other Scottish clergy professors in the colonies, he disseminated the Scottish [End Page 187] curriculum in rhetoric and moral philosophy and followed the practice of holding weekly moots and a senior-year matriculation oration that trained students in the practical arts of oral rhetorical composition. James Madison was a protégé among many others and sought Witherspoon’s as well as the Aberdonian James Wilson’s counsel while working on the much-debated... (shrink)

The essays in Object-Oriented Feminism explore OOF: a feminist intervention into recent philosophical discourses--like speculative realism, object-oriented ontology (OOO), and new materialism--that take objects, things, stuff, and matter as primary. Object-oriented feminism approaches all objects from the inside-out position of being an object too, with all of its accompanying political and ethical potentials. This volume places OOF thought in a long history of ongoing feminist work in multiple disciplines. In particular, object-oriented feminism foregrounds three significant aspects of feminist thinking in (...) the philosophy of things: politics, engaging with histories of treating certain humans (women, people of color, and the poor) as objects; erotics, employing humor to foment unseemly entanglements between things; and ethics, refusing to make grand philosophical truth claims, instead staking a modest ethical position that arrives at being "in the right" by being "wrong." Seeking not to define object-oriented feminism but rather to enact it, the volume is interdisciplinary in approach, with contributors from a variety of fields, including sociology, anthropology, English, art, and philosophy. Topics are frequently provocative, engaging a wide range of theorists from Heidegger and Levinas to Irigaray and Haraway, and an intriguing diverse array of objects, including the female body as fetish object in Lolita subculture; birds made queer by endocrine disruptors; and truth claims arising in material relations in indigenous fiction and film. Intentionally, each essay can be seen as an "object" in relation to others in this collection. Contributors: Irina Aristarkhova, University of Michigan; Karen Gregory, University of Edinburgh; Marina Gržinic, Slovenian Academy of Science and Arts; Frenchy Lunning, Minneapolis College of Art and Design; Timothy Morton, Rice University; Anne Pollock, Georgia Tech; Elizabeth A. Povinelli, Columbia University; R. Joshua Scannell, CUNY Graduate Center; Adam Zaretsky, VASTAL. (shrink)

It was a little over ten years ago, 1967–8, that H. D. Lewis delivered the first series of Gifford lectures, The Elusive Mind, in the University of Edinburgh. It was my privilege that year to be an auditor in the Seminar at King's College that Professor Lewis was conducting with his students in the area of this topic. I had already read the works in which, in the midst of neo-orthodox and existentialist religious movements, he had devoted himself to (...) critical valuation of those doctrines - witness his Morals and the New Theology, and Morals and Revelation. This earlier work prepared for a comprehensive interpretation of religious experience in his book in 1960: Our Experience of God. (shrink)

How should we think about synthetic biology—about the potential benefits and risks of these applications as well as the very idea of designed, extensively genetically modi­fied organisms? The lead article in this report sets out our thinking, but the article is rounded out with nine commentaries that sometimes expand on and sometimes argue with our perspective. Jonathan Wolff, a philosopher at the University College of London and a member of the Nuffield Council on Bioethics, and Mark Bedau, a philosopher at (...) Reed College and a participant in several projects aimed at de­veloping artificial cells, discuss the potential consequences of synthetic biology and suggest some reasons for a precau­tionary approach to deliberating about the consequences. Jane Calvert, reader in science, technology, and innovation studies at the University of Edinburgh and a member of the Nuffield Council on Bioethics working party on emerging biotechnologies, recommends, however, that deliberation about the governance of emerging technologies focus less on consequences than on aims and purposes.Gigi Gronvall, senior associate at the Center for Health Security in the University of Pittsburgh Medical Center, and David Relman, a microbiologist and immunologist at the Stanford School of Medicine, offer contrasting per­spectives about a question we raise concerning “the eth­ics of knowledge”—the values at stake in generating and disseminating potentially dangerous information. Gaymon Bennett offers some ruminations on the questions we raise about how synthetic biology might change the human re­lationship to nature in morally significant ways. He argues, too, that we can think about the ethics of synthetic biology more effectively by getting “upstream” in another way—by sitting next to the bioengineers doing the work and study­ing their “everyday practice” rather than by paying attention only to what is thought and said about their work. Colleen Grogan, professor at the University of Chicago's School of Social Administration and an expert on democratic partici­patory processes in governance, builds on our comments about the challenge of creating a meaningful public dialog about synthetic biology. Jim Thomas, a researcher with the ETC Group, challenges our view of how the public debate about synthetic biology is trending. And Sarah Carter, a policy analyst with the J. Craig Venter Institute, puts our discussion about synthetic biology in the context of debates about other new products and technologies. (shrink)

Impressions of Hume consists of an editorial Introduction and twelve original essays, most of which were earlier presented at the “Hume Studies in Britain” interdisciplinary workshops held in Cambridge, Edinburgh, and Oxford. This collection is a valuable one, especially for those interested in the intellectual contexts of Hume’s metaphysics and ethics. It might be shelved alongside—in parts it seems an extension of—M. A. Stewart and John P. Wright’s edited collection from 1994, Hume and Hume’s Connexions. Indeed, Impressions of Hume (...) begins with M. A. Stewart’s 47-page article, “The Intellectual Development of Hume, 1711–1752,” which covers Hume’s life of reading in detail from the curriculum at the College of Edinburgh through his bookish interests of 1725–1729, and then leaps ahead, in more summary fashion, to Hume’s professional interests in the decade after completing the Treatise, including his ongoing concern to distance himself from that work, culminating in the 1775 “Advertisement” and 1776 “My Own Life.” Rich in archival research and in full command of Hume’s intellectual and social milieus, Stewart’s article whets the appetite for the full-blown biography of which this seems a partial draft. According to this volume’s “Notes on Contributors,” however, Hume’s intellectual biography is now in the hands of James A. Harris, whose contribution here, “Hume’s Use of the Rhetoric of Calvinism,” marks him as a worthy successor to Stewart and the other scholars—Harris cites Roger Emerson and James Moore—who have set the understanding of Hume’s life on a whole new footing since E. C. Mossner’s second edition of The Life of David Hume. Harris argues that Hume used fideistic pronouncements, especially in the first Enquiry, to align himself strategically with the Calvinist opponents of the neo-Stoic moderates in church and university, including Hutcheson, who blocked Hume from securing the Edinburgh moral philosophy chair in 1745. Hume’s intention, according to Harris, “was to discredit by whatever means possible the revolution in moral philosophy being engineered by Hutcheson, and so to imply a need for a return to the time when moral philosophy was one thing, and the teaching of natural religion another”. (shrink)

Books Reviewed in this Article: Beyond Ideology: Religion and the Future of Western Civilization. By Ninian Smart. Pp.350, London, Collins, 1981, £9.95. Neophtonism and Indian Thought. Edited by R. Baine Harris. Pp.xiii, 353, Albany, State University of New York Press, 1982, $39.00, $12.95. Monotheism: A Philosophic Inquiry into the Foundations of Theology and Ethics. By Lenn Evan Goodman. Pp.122, Totowa, Allenheld, Osmun, 1981, $13.50. Neoplatonism and Christian Thought. Edited by Dominic J. O'Meara. Pp. xviii, 297, Albany, State University of New (...) York Press, 1981, $39.00, $12.95. The Path to Transcendence: From Philosophy to Mysticism in Saint Augustine. By Paul Henry, introduction and translation by Francis F. Burch. pp.xxix, 120, Pittsburgh, The Pickwick Press, 1981, $10.95. The Adequacy of Christian Ethics. By Brian Hebblethwaite. Pp. 144, London, Marshall, Morgan & Scott, 1981, £5.95. Ethics. By Wolfhart Pannenberg. Pp. 220, Philadelphia, The Westminster Press, 1981, $10.95. Human Nature, Election, and History. By Wolfhart Pannenberg. Pp. 116, Philadelphia, The Westminster Press, 1982, £2.95. Ethics, Religion and Politics. By G.E.M. Anscombe. Pp.ix, 161, Oxford, Basil Blackwell, 1981, £12.00. Moral Thinking: its Levels, Method and Point. By R.M. Hare. Pp.viii, 242, Oxford University Press, 1982, £11.00, £3.95. Utilitarianism and Beyond. Edited by Amartya Sen and Bernard Williams. Pp.vii, 290. £7.50. Cambridge University Press, 1982, £20.00. Language and Political Understanding. By Michael J. Shapiro. Pp.253, New Haven, Yale University Press, 1981, £18.20. Marx's Politics. By Allan Gilbert. Pp.xv, 326, Oxford, Martin Robertson, 1981, £16.50. Feuerbach. By Marx W. Wartofsky. Pp.xx, 460, Cambridge University Press, 1977, £30.00, £9.95. Nietzsche, Vol. 1: The Will to Power as Art. By Martin Heidegger, translated with notes and an analysis by D.F. Krell. Pp.xvi, 263, London, Routledge and Kegan Paul, 1981, £11.50. Freedom and Karl Jaspers's Philosophy. By Elizabeth Young‐Bruehl. Pp.xiv, 233, New Haven & London, Yale University Press, 1981, £14.00. ‘Being and Meaning’: Paul Tillich's Theory of Meaning, Truth and Logic. By I.E. Thompson. Pp.x, 244, Edinburgh University Press, 1981, £15.00. The Rationality of Science. By W.H. Newton‐Smith. Pp.xii, 294, London, Routledge and Kegan Paul, 1981, £9.95, £5.95. Realism and the Progress of Science. By Peter Smith. Pp.viii, 135, Cambridge University Press, 1981, £12.50. Angels and principalities. By Wesley Carr. Pp.xii, 242, Cambridge University Press, 1981, £13.50. Rconciliation: A Study of Paul's Theology. By Ralph P. Martin. Pp.233, London, Marshall, Morgan and Scott, 1981, £8.95. Suffering and Martyrdom in the New Testament. Edited by William Horbury and Brian McNeil. Pp.xxi, 217, Cambridge University Press, 1981, £17.50. Constantine and Eusebius. By Timothy D. Barnes. Pp.viii, 458, Cambridge, Harvard University Press, 1981, £24.50. Songs of Glory: the Romanesque Façades of Aquitaine. By Linda Seidel. Pp.x, 220, figs.63, Chicago and London, University of Chicago Press. 1981, £17.50. Marsilio Ficino and the Phaedran Charioteer. Translated and edited by Michael J.B. Allen. Pp.x, 274, Berkeley‐Los Angeles, University of California Press, 1981, £18.50. The Letters of Marsilio Ficino, Volume 3. Pp.xiv, 162, London, Shepheard‐Walwyn, 1981, £8.00. The World of the Renaissance Jew: The Life and Thought of Abraham ben Mordecai Farissol. By David B. Ruderman. Pp.xvii, 265, Cincinatti, Hebrew Union College Press, 1981, $20.00. A Dialogue Concerning Heresies. Edited by T.M.C. Lawier, G. Marc'hadour and R.C. Marius. Pp.xiv, 888, New Haven, Yale University Press, 1981, £56.00. Canterbury and Rome, Sister Churches: A Roman Catholic Monk reflects upon Reunion in Diversity. By Robert Hale. Pp.xi, 188, London, Darton, Longman and Todd, 1982, £5.95. Rome and Canterbury through Four Centuries: A Study of the Relations between the Church of Rome and the Anglican Churches 1530–1981. By Bernard and Margaret Pawley. Pp.xi, 387, London and Oxford, Mowbray, 1981, £4.95. American Indians and Christian Missions. By H.W. Bowden. Pp.xix, 255, Chicago, University of Chicago Press, 1981, £10.50. Catholics in Western Democracies: A Study in Political Behaviour. By John H. Whyte. Pp.193, Dublin, Gill and Macmillan. 1981, £13.00. Päpstliche Unfehlbarkeit bei Newman und Döllinger: Ein historisch‐systema‐tischer Vergleich. By Wolfgang Klausnitzer. Pp.280, Innsbruck, Tyrolia Verlag, 1980, 54 DM. The Letters of Baron Friedrich von Hügel and Professor Norman Kemp Smith. Edited by Lawrence F. Barmann. Pp.353, New York, Fordham University Press, 1981, no price given. Merton: A Biography. By Monica Furlong. Pp.xx, 342, London, Collins, 1980, £6.95. The Autonomy of Religious Belief: A Critical Inquiry. Edited by Frederick J. Crosson. Pp.vii, 162, Notre Dame, University of Notre Dame Press, 1981, £8.95. The Theological Imagination: Constructing the Concept of God. By Gordon D. Kaufman. Pp.309. Philadelphia, The Westminster Press, 1981, $13.95. Spirits of Power: An Analysis of Shona Cosmology. By Hubert Bucher. Pp.231, Capetown, Oxford University Press, 1980, £8.75. Judaism: The Evidence of the Mishnah. By Jacob Neusner. Pp.xix, 419, Chicago, University of Chicago Press, 1981, £17.50. (shrink)

Impressions of Hume consists of an editorial Introduction and twelve original essays, most of which were earlier presented at the “Hume Studies in Britain” interdisciplinary workshops held in Cambridge, Edinburgh, and Oxford. This collection is a valuable one, especially for those interested in the intellectual contexts of Hume’s metaphysics and ethics. It might be shelved alongside—in parts it seems an extension of—M. A. Stewart and John P. Wright’s edited collection from 1994, Hume and Hume’s Connexions. Indeed, Impressions of Hume (...) begins with M. A. Stewart’s 47-page article, “The Intellectual Development of Hume, 1711–1752,” which covers Hume’s life of reading in detail from the curriculum at the College of Edinburgh through his bookish interests of 1725–1729, and then leaps ahead, in more summary fashion, to Hume’s professional interests in the decade after completing the Treatise, including his ongoing concern to distance himself from that work, culminating in the 1775 “Advertisement” and 1776 “My Own Life.” Rich in archival research and in full command of Hume’s intellectual and social milieus, Stewart’s article whets the appetite for the full-blown biography of which this seems a partial draft. According to this volume’s “Notes on Contributors,” however, Hume’s intellectual biography is now in the hands of James A. Harris, whose contribution here, “Hume’s Use of the Rhetoric of Calvinism,” marks him as a worthy successor to Stewart and the other scholars—Harris cites Roger Emerson and James Moore—who have set the understanding of Hume’s life on a whole new footing since E. C. Mossner’s second edition of The Life of David Hume. Harris argues that Hume used fideistic pronouncements, especially in the first Enquiry, to align himself strategically with the Calvinist opponents of the neo-Stoic moderates in church and university, including Hutcheson, who blocked Hume from securing the Edinburgh moral philosophy chair in 1745. Hume’s intention, according to Harris, “was to discredit by whatever means possible the revolution in moral philosophy being engineered by Hutcheson, and so to imply a need for a return to the time when moral philosophy was one thing, and the teaching of natural religion another”. (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 COVID-19 pandemic has caused tremendous loss starting from early this year. This article aims to investigate the change of anxiety severity and prevalence among non-graduating undergraduate students in the new semester of online learning during COVID-19 in China and also to evaluate a machine learning model based on the XGBoost model. A total of 1172 non-graduating undergraduate students aged between 18 and 22 from 34 provincial-level administrative units and 260 cities in China were enrolled onto this study and asked (...) to fill in a sociodemographic questionnaire and the Self-Rating Anxiety Scale twice, respectively, during February 15 to 17, 2020, before the new semester started, and March 15 to 17, 2020, 1 month after the new semester based on online learning had started. SPSS 22.0 was used to conduct t-test and single factor analysis. XGBoost models were implemented to predict the anxiety level of students 1 month after the start of the new semester. There were 184 and 221 students who met the cut-off of 50 and were screened as positive for anxiety, respectively, in the two investigations. The mean SAS scores in the second test was significantly higher than those in the first test. Significant differences were also found among all males, females, and students majoring in arts and sciences between the two studies. The results also showed students from Hubei province, where most cases of COVID-19 were confirmed, had a higher percentage of participants meeting the cut-off of being anxious. This article applied machine learning to establish XGBoost models to successfully predict the anxiety level and changes of anxiety levels 4 weeks later based on the SAS scores of the students in the first test. It was concluded that, during COVID-19, Chinese non-graduating undergraduate students showed higher anxiety in the new semester based on online learning than before the new semester started. More students from Hubei province had a different level of anxiety than other provinces. Families, universities, and society as a whole should pay attention to the psychological health of non-graduating undergraduate students and take measures accordingly. It also confirmed that the XGBoost model had better prediction accuracy compared to the traditional multiple stepwise regression model on the anxiety status of university students. (shrink)

In the current digital environment, people can visit every corner of the world without leaving their homes. New media technology compresses distance and time, but it also subverts the traditional mode of audience presence. Many traditional, offline content expression modes are also moving toward the digital field, and digital art is among them. Digital new media is a new art form that requires its audience to have a new media literacy; this literacy is necessary for esthetic experience and for audience (...) participation. At present, the relatively lack of objective methodology for scientific research on aesthetic and media literacy has limited our current understanding. Therefore, we need to develop a new model and conduct empirical research with college students as the audience. Empirical research was conducted with an audience of college students. The study had the following purposes: to add a new dimension to the esthetic model, namely new media literacy, to align the model with the current digital environment, and to test the moderating effect of new media literacy on esthetic emotion as represented by interest and confusion. The experiment verified the study’s hypothesis that higher new media literacy was associated with higher esthetic interest and lower confusion. By contrast, has a substantial influence on the cognitive processes in humans, lower new media literacy was associated with lower esthetic interest and higher confusion. New media literacy is an essential quality for contemporary audiences. This knowledge may be useful for effective design. It provides a traditional and favorable learning environment and empirical reference for the subsequent improvement of digital aesthetics and media literacy. (shrink)

After U.S. welfare was reformed in 1996, many states reduced their support of postsecondary education and instead emphasized work-first programs. This study uses in-depth interviews and participant observation to examine how case managers implement work-first policies when dealing with students desiring a college education. Case managers are expected to reconcile the goals of their clients with those of the Temporary Assistance for Needy Families program, while negotiating cultural definitions of “work” that frequently serve to reproduce gender, race, and class inequalities. (...) In this context, overburdened case managers, many of whom support proffering educational solutions, nonetheless find themselves promoting work over education. As a result, many economically poor women are dissuaded from pursuing postsecondary degrees that have the potential of increasing their chances of achieving financial self-sufficiency. (shrink)

The relevance of social cognition assessment has been formally described in the Diagnostic and Statistical Manual of Mental Disorders-5. However, social cognition tools evaluating different socio-cognitive components for Italian-speaking populations are lacking. The Edinburgh Social Cognition Test is a new social cognition measure that uses animations of everyday social interactions to assess cognitive theory of mind, affective theory of mind, interpersonal social norm understanding, and intrapersonal social norm understanding. Previous studies have shown that the ESCoT is a sensitive measure (...) of social cognition in healthy and clinical populations in the United Kingdom. This work aimed to adapt and validate the ESCoT in an Italian population of healthy adults. A translation-back-translation procedure was followed to create and refine the Italian version. Then, 94 healthy adults completed the ESCoT, a battery of conventional social cognition tests and measures of intelligence and executive functions. Reliability, convergent validity, and predictors of performance on the ESCoT were examined. Results demonstrated good reliability of the ESCoT and an association between the ESCoT scores and some traditional social cognition tests. Hierarchical regression results showed that the ESCoT total score was associated with age. Also, the ESCoT subscore was associated with education. These findings support the ESCoT as a valid tool testing social norm understanding, a reliable measure of social cognition for an adult Italian population, and provides further evidence that the ESCoT is sensitive to age- and education-related changes in social cognition, and it is a task not affected by general cognitive functioning. (shrink)

With the rapid development of information technology, the society’s demand for innovative talents has become increasingly prominent. The purpose of this study is to optimize the teaching strategies of entrepreneurship education for college students, further cultivate college students’ entrepreneurial ideas, and promote the formation of entrepreneurial values. The problems existing in entrepreneurship education in colleges and universities are studied based on entrepreneurial psychology and attribution theory. A questionnaire survey is conducted on the problems with a high probability of entrepreneurial failure (...) of college students. The heads of new ventures in Xi’an are selected. Then, 300 questionnaires are distributed, and 209 are returned. The survey results are analyzed using failure attribution and failure learning. Suggestions are provided for management strategies of new ventures. The results show that the Corrected Item-Total Correlation value of R−1 is 0.65, and the CITC value of R−2 is 0.35. In addition, the Kaiser-Meyer-Olkin values of entrepreneurial failure attribution and entrepreneurial failure mode are both greater than 0.7, which indicates that the scale of entrepreneurial failure attribution has good validity and can be used for factor analysis. However, the KMO values of entrepreneurial failure attribution and entrepreneurial failure learning model are both greater than 0.7, and the significance of Bartlett sphericity test is 0.00, which indicates that the survey has good validity. The research has practical application and reference value for the cultivation of college students’ innovative and entrepreneurial ability. (shrink)