In this article, I explore the relationship between moderation and toleration in early modern England by focusing on William Penn’s 1685 A Perswasive to Moderation. This work, published by Penn in support of James II’s campaign to implement toleration in England by royal decree, explicitly linked moderation and the campaign for liberty of conscience in which Penn had participated for nearly two decades, in both England and America. More broadly, I show how Penn’s Perswasive entered into (...) an ongoing debate over the concept of moderation itself: during the 1680s, a number of authors explored the meanings and limits of moderation, tying it to contested debates in ecclesiastical affairs, civil and religious liberty, and ethical discourse. Yet the aspirations of James II to secure liberty of conscience for the realm’s dissenters failed spectacularly in the Revolution of 1688, and Penn suffered deep public embarrassment (along with significant legal jeopardy) due to his association with that effort. The article closes with some specific reflections on Penn’s Perswasive as well as more general comments on the importance of attending to the practical, historically contingent ways in which moderation discourses unfold. (shrink)

In a seventeenth-century English landscape populated with towering political and philosophical figures like Hobbes, Harrington, Cromwell, Milton, and Locke, William Penn remains in many ways a man apart. Yet despite being widely neglected by scholars, he was a sophisticated political thinker who contributed mightily to the theory and practice of religious liberty in the early modern Atlantic world. In this long-awaited intellectual biography of William Penn, Andrew R. Murphy presents a nuanced portrait of this remarkable entrepreneur, philosopher, Quaker, (...) and politician.Liberty, Conscience, and Toleration focuses on the major political episodes that attracted William Penn's sustained attention as a political thinker and actor: the controversy over the Second Conventicle Act, the Popish Plot and Exclusion Crisis, the founding and settlement of Pennsylvania, and the contentious reign of James II. Through a careful examination of writings published in the midst of the religious and political conflicts of Restoration and Revolutionary England, Murphy contextualizes the development of Penn's thought in England and America, illuminating the mutual interconnections between Penn's political thought and his colonizing venture in America. An early advocate of representative institutions and religious freedom, William Penn remains a singular figure in the history of liberty of conscience. His political theorizing provides a window into the increasingly vocal, organized, and philosophically sophisticated tolerationist movement that gained strength over the second half of the seventeenth century. Not only did Penn attempt to articulate principles of religious liberty as a Quaker in England, but he actually governed an American polity and experienced firsthand the complex relationship between political theory and political practice. Murphy's insightful analysis shows Penn's ongoing significance to the broader study of Anglo-American political theory and practice, ultimately pointing scholars toward a new way of understanding the enterprise of political theory itself. (shrink)

This article explores the founding of Pennsylvania as a window into the complex relationship between political theory and political practice. I argue that this founding illustrates both the importance and the limits of political theory to the study of political life. On the one hand, theorizing new societies is vitally important, because founding documents give shape to the aspirations of both founders and citizens. In this case, the founder's plans for his colony were the product of a great deal of (...) political theorizing, grounded in Penn's Quakerism and his active role in English religious and political life. But theory's importance to the study of actual foundings (and, I argue, politics more generally) is inherently limited, as well, since the colony's theoretical foundations were themselves evolving and unstable, and the translation of ideas into practice is only ever partial. After a careful consideration of the many founding documents produced by Penn between spring 1681 and summer 1682, and a close examination of developments in Pennsylvania from late 1682 through Penn's departure in summer 1684, I close by reflecting on what the case of Pennsylvania might tell us about the broader study of political theory and political practice. I suggest that we need a more flexible understanding of what political theory 'is' if we want to make sense of thinkers like Penn who theorized out of their deep involvement in the thick of actual governing. (shrink)

We make three points: (1) Overlooked studies of nonhuman communication originally inspired, but no longer support, the blinkered view of mental continuity that Penn et al. critique. (2) Communicative discontinuities between animals and humans might be rooted in social-cognitive discontinuities, reflecting a common lacuna in Penn et al.'s relational reinterpretation mechanism. (3) However, relational reinterpretation need not be a qualitatively new representational process.

Anyone interested in later Stuart Britain or colonial North America will be aware of the importance of the writings of William Penn. Not only was Penn a staunch advocate of political liberty and re...

Political theorists can at times forget that the origins of political theory lie in the struggles of concrete political life. This paper focuses on one arena of political contestation: the collision between dissenters and their communities’ legal systems. It focuses on The Peoples Ancient and Just Liberties Asserted, a purported transcript of the trial of William Penn and William Mead for disturbance of the peace. The trial plays an important role in the emergent principle of jury independence and a (...) key role in Penn’s career as a political actor during the 1670s, culminating in his American colonizing enterprise. After a few remarks about the trial itself, the paper proceeds in two parts, each emphasizing an aspect of the text’s performative nature. First, akin to canonical works of the Anglo-American tradition, Peoples presents embedded principles: coherent and substantive visions of legitimate government, justified by reference to authoritative texts, arguments, and practices. But the defendants in Peoples also enact and embody political dissent in ways other than overt and explicit argumentation: Penn and Mead themselves appear as characters performing a politics of dissent. As a work of both political theory and political theater, Peoples offers insights into Deleuze’s notion of “dramatization,” and can lead us to a broader appreciation of the many different genres that constitute political theory. (shrink)

In The Birth of Tragedy, Friedrich Nietzsche celebrated the dueling forces of reason and emotion as personified by the ancient Greek gods Apollo and Dionysus. A subtle Apollonian-Dionysian balance can be observed in TimeSlips, a group-based creative storytelling activity developed in the 1990s and increasingly used in dementia care settings worldwide. This article explains how the Apollonion-Dionysian aspects of TimeSlips are beneficial not only for persons with dementia, but also for their carers. Narrative data from medical students at Penn (...) State College of Medicine who participated in TimeSlips at a local retirement community are shared. (shrink)

Untersuchungen zur transtextuellen Poetik assyrischer herrschaftlich-narrativer Texte. By Johannes Bach. State Archives of Assyria Studies, vol. 30. Helsinki: the Neo-Assyrian Texxt Corpus Project, 2020. Pp. xvi + 481. $75 (paper). [Distributed by Penn State University Press, State Col- lege, PA].

The contributors to The Moral of the Story, all preeminent political theorists, are unified by their concern with the instructive power of great literature. This thought-provoking combination of essays explores the polyvalent moral and political impact of classic world literatures on public ethics through the study of some of its major figures-including Shakespeare, Dante, Cervantes, Jane Austen, Henry James, Joseph Conrad, Robert Penn Warren, and Dostoevsky. Positing the uniqueness of literature's ability to promote dialogue on salient moral and intellectual (...) virtues, editor Henry T. Edmonson III has culled together a wide-ranging exploration of such fundamental concerns as the abuse of authority, the nature of good leadership, the significance of "middle class virtues" and the needs of adolescents. This collection reinvigorates the study of classic literature as an endeavor that is not only personally intellectually satisfying, but also an inimitable and unique way to enrich public discourse. (shrink)

The purpose of the article is to reveal philosophical ideas in the mythology and folklore of the indigenous peoples of North America. An important question: "Can we assume that the spiritual culture of the American Indians contained philosophical knowledge?" remains relevant today. For example, European philosophy is defined by appeals to philosophers of the past, their texts. The philosophical tradition is characterized by rational argumentation and formulation of philosophical questions that differ from the questions of ordinary language. However, the problem (...) lies in the term "philosophy", which belongs to the so-called "philosophical untranslatability" and has many definitions. The question of whether philosophy is exclusively a phenomenon of European culture is still controversial. In the article, the concept of philosophy is used in a broad sense, which allows the analysis of the intellectual heritage of the culture of the indigenous people of North America for philosophical ideas. Theoretical basis of the study consists of primary sources, which are limited due to the "documentary horizon". It contains myths about the Twins, ritual rhetoric, examples of dream interpretation practices and the practical wisdom of tribal chiefs. The Chronicle of "Vallamolum", or "the Red List", testifies to the special idea of the Indians about history and their own historicity. Analysis of cosmogonical and cosmological ideas reveals the special features of the anthropological ideas of the North American Indians. Combined with the philosophical ideas of the Puritan philosophy of the settlers of New England, this analysis allows us to explore in more detail the processes of acculturation. The study uses critical literature from scholars and leading researchers of the wisdom and philosophy of Native Americans, such as Michael Yellow Bird, J. Baird Callicott, Henry Wadsworth Longfellow, Dennis H. McPherson, Lewis Henri Morgan, Thomas M. Norton-Smith, J. Douglas Rabb, Paul Radin, Jon Ewbank Manchip White. The views of early American philosophers: R. Williams, W. Penn, R. W. Emerson, on the problem of the relationship between the culture of settlers and the indigenous people of North America are noteworthy. Originality lies in the application of historical and philosophical methodology, identifying the features of philosophizing in the spiritual culture and worldview of the indigenous people of North America. Conclusions. In the conclusions, the obtained results complement the history of the origin and development of philosophical thought of the early American philosophy. (shrink)

The new methods, the tone, and new taste are clearly discernible first in the early articles and books of John Crowe Ransom, Allen Tate, R. P. Blackmur, Kenneth Burke, and Yvor Winters, and somewhat later in Cleanth Brooks, Robert Penn Warren, and William K. Wimsatt. . . . Still, something tells us that there is some sense in grouping these critics together. Most obviously they are held together by their reaction against the preceding or contemporary critical schools and views (...) mentioned before. They all reject the kind of metaphorical, evocative criticism practiced by the impressionists. Tate, Blackmur, Burke, and Winters contributed to a symposium highly critical of the neo-Humanists, and others voiced their rejection elsewhere. They all had no use for Mencken and Van Wyck Brooks, particularly after Brooks became a violent enemy of all modernism. Furthermore, they were almost unanimous in their rejection of Marxism, with the single exception of Kenneth Burke, who in the thirties passed through a Marxist phase and, anyhow, after his first book moved away from his neo-critical beginnings. What, however, in the American situation mattered most was that they were united in their opposition to the prevailing methods, doctrines, and views of academic English literary scholarship. There, in a way the younger generation may find it difficult to realize, a purely philological and historical scholarship dominated all instruction, publication, and promotion. I remember that when I first came to study English literature in the Princeton graduate school in 1927, fifty years ago, no course in American literature, none in modern literature, and none in criticism was offered. Of all my learned teachers only Morris W. Croll had any interest in aesthetics or even ideas. Most of the New Critics were college teachers and had to make their way in an environment hostile to any and all criticism. Only Kenneth Burke was and remained a freelance man of letters, though he taught in later years occasionally at Bennington College and briefly at the University of Chicago. But he very early deserted the New Criticism. It took Blackmur, Tate, and Winters years to get academic recognition, often against stiff opposition, and even Ransom, R. P. Warren, and Cleanth Brooks, established in quieter places, had their troubles. Ransom's paper "Criticism, Inc." pleaded for the academic establishment of criticism, and thanks to him and others criticism is now taught in most American colleges and universities. But it was an uphill fight. I still remember vividly the acrimony of the conflict between criticism and literary history at the University of Iowa, where I was a member of the English Department from 1939 to 1946. René Wellek, Sterling Professor Emeritus of comparative literature at Yale University, is the author of Theory of Literature and of A History of Modern Criticism, 1750-1950. He has contributed "Notes and Exchanges Between René Wellek and Wayne C. Booth" and "A Rejoinder to Gerald Graff" to Critical Inquiry. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:New Insights on Young PopperJohn R. WetterstenSeven essays that Popper wrote from 1925 to 1932–33 show Popper's transition from a fresh student of pedagogy into a serious philosopher of science ten years later. His first essay was published in 1925, and in 1934–35 he presented a revolutionary philosophy. These essays led first to Die beiden Grundprobleme der Erkenntnistheorie (written between 1930 and 1933 but first published in 1979) and (...) culminated in Logik der Forschung.1. Students as IndividualsIn his first published essay Popper argued that each student should be treated as an individual as much as possible.1 It is evident that Popper held this attitude throughout his life, but this essay plays no interesting role in his intellectual development.2. HeimatIn his second essay Popper developed an idea that was important not only for his pedagogy, but also for his psychology and his theory of the open society: because humans tend quite naturally to be dogmatic, they have to learn to overcome dogmatism in order to be rational.2 Following a perspective [End Page 603] heavily indebted to Eduard Burger,3 Karl Bühler,4 and Charlotte Bühler,5 Popper proposed that all aspects of learning begin with the beliefs and attitudes that one learns at "home." Teachers, Popper says, should not ignore the cultural background of their students. This background derives from their home, from their parents or village, and so forth. Teachers should accept the students' dogmatic acceptance of the views and attitudes of home as a necessary, even useful stage in any child's development. The teacher's central task is to help children move away from this dogmatic stage to broader perspectives. How to do this well, he says, poses a, if not the, central pedagogical problem. He discusses the movement from home to aesthetics, to art, to ethics, to law, to the theory of knowledge and science, and to culture. In each case he finds something in the heritage of home that each child possesses, which may be used as a starting point to expand the child's horizons.The problem of how teachers can sympathetically help children move away from the views of their home to broader perspectives is severe, Popper thought, due to the innate need of children to think dogmatically. When children learn the culture of their home they are given certainties that they cling to. As individuals mature, dogmatic thinking has to be overcome: a crucial task for teachers is to help children to set aside their innate dogmatic attitude to engage in critical thinking.At this time Popper was groping for a good philosophical approach. He said that the concept of "Heimat" had to be analyzed because, even though it was at the center of pedagogical concerns, it was a confused concept. This analytical method was quickly abandoned. It is only a historical curiosity that shows how far he had to go in order to develop a new philosophical method. Yet his use of it did bring him to adopt, or he used it to defend, views that he held throughout his life.3. Gewohnheit und Gesetzerlebnis in der ErziehungIn the same year (1927), in Gewohnheit und Gesetzerlebnis in der Erziehung, Popper turned to the task of providing a psychological explanation of the child's need for dogmatism. This third essay was submitted to the Pedagogic Institute, but only became available after Popper's death. Popper was ambivalent about it. When I visited him at his home in Penn in 1973 or 1974, I asked him for a copy. It was then listed in his bibliography, but there were no copies at the University of Vienna. His wife began to say she knew where it was, but he interrupted her before her sentence was completed. But he did not throw it away. The reason for his reluctance to show scholars his essay is [End Page 604] now clear: the essay endorses a philosophy of science—Hans Vaihinger's—with a strong inductivist component, even though its methodology is deductivist. He tried to apply this method in his own psychological investigation of dogmatism in children.Dogmatism was, he thought, a psychological... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 33.1 (2000) vii-ix [Access article in PDF] In Memory of Henry I first met Henry W. Johstone Jr. during the spring of 1968. I was a doctoral candidate at the University of Wisconsin and Henry was in Madison as part of a distinguished visitor series hosted by my mentor, Lloyd Bitzer. Lloyd had invited a group of graduate students to his home to meet the guest (...) of honor. I was particularly excited because Henry had accepted my paper on Aristotle's theory of exemplification to appear in the new international journal Philosophy and Rhetoric, which he edited. This was my first publication and I wanted to thank him, which seemed to this novice the appropriate thing to do. I remember that evening for Henry's seeming reserve, which I later learned was a deep shyness that masked his capacity for uncanny directness and a wicked sense of humor, and for his generosity in deflecting my naiveté about the basis for editorial judgments. I also remember it for his deft way of engaging a room of young rhetoricians with questions that conveyed his doubt about their subject (he later changed his mind) without clouding his sincere openness to what we had to say. The following fall, we met again during my interview for a position in the Speech Department at Penn State University. I was offered the position and became Henry's colleague as Book Review Editor of P&R. For the next thirty years, I was blessed to serve as Henry's partner-in-crime in the joys of life that may remain today only among the professoriate. We shared in the editorial work of the journal, in co-teaching our graduate seminar in Philosophy and Rhetoric, in our intellectual passion for the bonds and wars between philosophy and rhetoric, and in the pleasure of choosing the right bottle of wine. But more than that, we shared these common pursuits in contexts of luncheons, dinners, and social occasions that mixed intellectual work with the pleasure of treasured company.My son phoned today to tell me that Henry had died. His passing leaves a void in my life that goes beyond the loss of a friend and colleague. Henry was the person who, through patient selection of manuscripts for me to referee and guidance, taught me how to read journal submissions and offer critiques that might help the author to improve and the journal to prosper. Henry was the person who taught me the value of generosity with junior colleagues by his respectful and serious engagement of my own work. He had a marvelous capacity to entertain any idea seriously, to consider the possibility that even a far-fetched conjecture might have value rather than rejecting it out of hand. He lived the ideas he wrote about as a philosopher, arguing always ad hominem and con amore. Henry was the person who took me in tow as a young Turk and suffered my impatience with the conservative ways of our established institution [End Page vii] by taking me to lunch, engaging me in discussions of ideas, and sharing the delights of intellectual work, and in the process helping me retain my ideals and my focus.Lunch for Henry was more than a noontime meal. It was the way he sustained bonds with those he valued as friends and colleagues. He would call two weeks in advance to arrange a date at the Allen Room of the State College Hotel. He would arrive at my office ten minutes early and we would take a leisurely stroll along the Old Main Mall to the hotel. Our arrival was announced by the host with "Good afternoon Dr. Johnstone," that showed in its formality deep respect and in its tone equally deep affection. Henry always took a cocktail with lunch, inviting his companion to join him, and unless you were specific about the bill beforehand, Henry usually insisted on paying. Settling the bill was never an issue for Henry. He often included a graduate assistant from the journal or an assistant professor in our party and seemed to... (shrink)

R. Jay Wallace argues in this book that moral accountability hinges on questions of fairness: When is it fair to hold people morally responsible for what they do? Would it be fair to do so even in a deterministic world? To answer these questions, we need to understand what we are doing when we hold people morally responsible, a stance that Wallace connects with a central class of moral sentiments, those of resentment, indignation, and guilt. To hold someone responsible, he (...) argues, is to be subject to these reactive emotions in one's dealings with that person. Developing this theme with unusual sophistication, he offers a new interpretation of the reactive emotions and traces their role in our practices of blame and moral sanction. With this account in place, Wallace advances a powerful and sustained argument against the common view that accountability requires freedom of will. Instead, he maintains, the fairness of holding people responsible depends on their rational competence: the power to grasp moral reasons and to control their behavior accordingly. He shows how these forms of rational competence are compatible with determinism. At the same time, giving serious consideration to incompatibilist concerns, Wallace develops a compelling diagnosis of the common assumption that freedom is necessary for responsibility. Rigorously argued, eminently readable, this book touches on issues of broad concern to philosophers, legal theorists, political scientists, and anyone with an interest in the nature and limits of responsibility. (shrink)

Since the publication of Edmund Gettier's challenge to the traditional epistemological doctrine of knowledge as justified true belief, Roberts and Wood claim that epistemologists lapsed into despondency and are currently open to novel approaches. One such approach is virtue epistemology, which can be divided into virtues as proper functions or epistemic character traits. The authors propose a notion of regulative epistemology, as opposed to a strict analytic epistemology, based on intellectual virtues that function not as rules or even as skills (...) but as habits of the heart. To that end, they divide the task of clarifying and expounding their notion in the book's two parts.In the first part, Roberts and Wood examine various components that constitute their notion of regulative epistemology. The first are the epistemic goods or goals that drive the epistemic process. What is needed, claim Roberts and Wood, is an enriched notion of these goods rather than the restricted notion of justified true belief. Epistemic agents are more than calculating devices in that …. (shrink)

Local food systems can have economic and social benefits by providing income for producers and improving community connections. Ongoing global climate change and the acute COVID-19 pandemic crisis have shown the importance of building equity and resilience in local food systems. We interviewed ten stakeholders from organizations and institutions in a U.S. midwestern city exploring views on past, current, and future conditions to address the following two objectives: 1) Assess how local food system equity and resilience were impacted by the (...) COVID-19 pandemic, and 2) Examine how policy and behavior changes could support greater equity and resilience within urban local food systems. We used the Community Capitals Framework to organize interviewees’ responses for qualitative analyses of equity and resilience. Four types of community capital were emphasized by stakeholders: cultural and social, natural, and political capital. Participants stated that the local food system in this city is small; more weaknesses in food access, land access, and governance were described than were strengths in both pre- and post-pandemic conditions. Stakeholder responses also reflected lack of equity and resilience in the local food system, which was most pronounced for cultural and social, natural and political capitals. However, local producers’ resilience during the pandemic, which we categorized as human capital, was a notable strength. An improved future food system could incorporate changes in infrastructure (e.g., food processing), markets (e.g., values-based markets) and cultural values (e.g., valuing local food through connections between local producers and consumers). These insights could inform policy and enhance community initiatives and behavior changes to build more equitable and resilient local food systems in urban areas throughout the U.S. Midwest. (shrink)

Emergency declarations are a vital legal authority that can activate funds, personnel, and material and change the legal landscape to aid in the response to a public health threat. Traditionally, declarations have been used against immediate and unforeseen threats such as hurricanes, tornadoes, wildfires, and pandemic influenza. Recently, however, states have used emergency declarations to address public health issues that have existed in communities for months and years and have risk factors such as poverty and substance misuse. Leaders in these (...) states have chosen to use emergency powers that are normally reserved for sudden catastrophes to address these enduring public health issues. This article will explore emergency declarations as a legal mechanism for response; describe recent declarations to address hepatitis A and the opioid overdose epidemic; and seek to answer the question of whether it is appropriate to use emergency powers to address public health issues that are not traditionally the basis for an emergency declaration. (shrink)

Knowledge of the law and its impact on health outcomes is increasingly important in public health practice. The CDC's Public Health Law Academy helps satisfy this need by providing online trainings, facilitator toolkits, and legal epidemiology tools to aid practitioners in learning about the law's role in promoting public health.

Health care professionals often face moral dilemmas. Not dealing constructively with moral dilemmas can cause moral distress and can negatively affect the quality of care. Little research has been documented with methodologies meant to support professionals in care for the homeless in dealing with their dilemmas. Moral case deliberation is a method for systematic reflection on moral dilemmas and is increasingly being used as ethics support for professionals in various health-care domains. This study deals with the question: What is the (...) contribution of MCD in helping professionals in an institution for care for the homeless to deal with their moral dilemmas? A mixed-methods responsive evaluation design was used to answer the research question. Five teams of professionals from a Dutch care institution for the homeless participated in MCD three times. Professionals in care for the homeless value MCD positively. They report that MCD helped them to identify the moral dilemma/question, and that they learned from other people’s perspectives while reflecting and deliberating on the values at stake in the dilemma or moral question. They became aware of the moral dimension of moral dilemmas, of related norms and values, of other perspectives, and learned to formulate a moral standpoint. Some experienced the influence of MCD in the way they dealt with moral dilemmas in daily practice. Half of the professionals expect MCD will influence the way they deal with moral dilemmas in the future. Most of them were in favour of further implementation of MCD in their organization. (shrink)

A community's abilities to promote health and maximize its response to public health threats require fulfillment of one of the four elements of public health legal preparedness, the capacity to effectively coordinate law-based efforts across different governmental jurisdictions, as well as across multiple sectors and disciplines. Government jurisdictions can be viewed “vertically” in that response efforts may entail coordination in the application of laws across multiple levels, including local, state, tribal, and federal governments, and even with international organizations. Coordination of (...) legal responses to public health emergencies also may involve a horizontal dimension comprising numerous and diverse sectors, such as public health, public and private health care, emergency management, education, law enforcement, the judiciary, and the military.Although responses to many acute health threats can implicate multiple jurisdictions and sectors, the jurisdictional and sectoral dimensions of legal preparedness are complex and may vary substantially by the nature of a threat, its geographic and geopolitical extent, and the operational response demanded. (shrink)

A community's abilities to promote health and maximize its response to public health threats require fulfillment of one of the four elements of public health legal preparedness, the capacity to effectively coordinate law-based efforts across different governmental jurisdictions, as well as across multiple sectors and disciplines. Government jurisdictions can be viewed “vertically” in that response efforts may entail coordination in the application of laws across multiple levels, including local, state, tribal, and federal governments, and even with international organizations. Coordination of (...) legal responses to public health emergencies also may involve a horizontal dimension comprising numerous and diverse sectors, such as public health, public and private health care, emergency management, education, law enforcement, the judiciary, and the military.Although responses to many acute health threats can implicate multiple jurisdictions and sectors, the jurisdictional and sectoral dimensions of legal preparedness are complex and may vary substantially by the nature of a threat, its geographic and geopolitical extent, and the operational response demanded. (shrink)

Most readers will agree with the starting assumptions of Klee that contemporary science and philosophy assume a primarily micro-deterministic view of nature–and that this has long been the case, or was at least until the 1970s. Defending a strict micro-determinism, Klee argues that concepts of emergence that seemingly are opposed to micro-determinist doctrine can be shown, on analysis, to be ultimately consistent with a thoroughgoing philosophy of micro-determinism. An exception is made, however, in the case of my own view, labeled (...) “direct macro-determinism,” which he describes as “ultimately more troublesome” but then disposes of as being based on “simplistic analogies” and “metaphors” and “too weak to be conclusive.”. (shrink)

This research explores the contextual approach within Christian-Jewish religious education, addressing a notable gap in existing literature and offering fresh insights into the application of the Contextual Teaching and Learning (CTL) model within Christian contexts. Through a qualitative literature study employing a three-step methodology, including an in-depth analysis of Deuteronomy 11:19–20, this study reveals that this biblical text provides both educational guidance and theological significance, serving as a foundational support for the CTL model in Christian-Jewish religious education. The integration of (...) digital media into biblical sources holds promise for future research, while the central challenge lies in harmonising life experiences and empirical phenomena with biblical reflections to seamlessly integrate inquiry processes and pedagogical phases, with potential avenues for further exploration in scripture models endorsing CTL. This research provides valuable insights for educators, parents and policymakers in Indonesia and beyond, advancing educational research in contextualised teaching models within religious education.Contribution: This article demonstrates that the CTL model in the digital era has the potential to revolutionise religious education and profoundly impact learners, making it a significant scientific contribution in the context of Christian-Jewish religious education. (shrink)

This paper is one of the four interrelated action agenda papers resulting from the National Summit on Public Health Legal Preparedness convened in June 2007 by the Centers for Disease Control and Prevention and multi-disciplinary partners. Each of the action agenda papers deals with one of the four core elements of public health legal preparedness: laws and legal authorities; competency in using those laws; coordination of law-based public health actions; and information. Options presented in this paper are for consideration by (...) policy makers and practitioners — in all jurisdictions and all relevant sectors and disciplines — with responsibilities for all-hazards emergency preparedness.Advancing and protecting the public's health depends upon the coordination of actions by many, diverse partners. For effective public health preparedness, there must be effective coordination of legal tools and law-based strategies across local, state, tribal, and federal jurisdictions, and also across sectors such as public health, health care, emergency management, education, law enforcement, community design, and academia. (shrink)

I can get away with it because no one is in a position to call me on it. Professor Robinson cannot consistently complain that (A) begs the question against his thesis that there is no such fallacy. He would discourage anyone from "helping" him by accusing me of committing the fallacy against him. With advocates like that, who needs adversaries? I. EMBEDDING PERSPECTIVES After all, Robinson has a viable reply to my argument. He should simply deny my premise. Later I (...) will show how (A) might rationally persuade Robinson. But my immediate goal is not to convert the skeptic about the existence of the fallacy but rather to use his extreme position to make a point about the nature of question-begging. Those who object that argument (A) begs the question against Robinson must do so on behalf of Robinson. This assistance requires that one launch the accusation from Robinson's perspective and with his dialectical interests at heart. (shrink)