Port of Culture is a showcase of the images from a three year photographic project undertaken by photographer Pete Carr to capture the city of Liverpool in a different light. Award-winning photographer Carr is a specialist in HDR a technique that enables photographers to record a greater range of tonal detail than any camera could capture in a single photo, producing a 'painting-like' quality to the image. The end result is an incredible dynamic range of images capturing (...) the many moods of the city - from scenes of protests at the arrival of Condoleezza Rice, to local architecture old and new. Visually stunning, Port of Culture reveals the astonishing creativity of this young photographer while providing a wholly refreshing and entrancing take on a city evolving in front of our eyes. (shrink)

Three years before René Girard published La violence et le sacré, a Jesuit doctoral candidate at the University of Fribourg began a short essay entitled “Unterwegs zu einer toleranten Kirche” in April 1969 with this claim: “Hexenjadgen gab es auf die eine oder andere Weise zu allen Zeiten”. After having asserted that it is a universal feature of human existence to elevate customs, laws, thought patterns, and other interests to absolute norms, he argued, “Im Namen dieser Normen stießen sie dann (...) einzelne oder Minderheiten aus ihrer Gemeinschaft aus und trieben sie in die Vereinsamung und oft sogar in den physischen Tod” (In... (shrink)

Phonological Knowledge addresses central questions in the foundations of phonology and locates them within their larger linguistic and philosophical context. Phonology is a discipline grounded in observable facts, but like any discipline it rests on conceptual assumptions. This book investigates the nature, status, and acquisition of phonological knowledge: it enquires into the conceptual and empirical foundations of phonology, and considers the relation of phonology to the theory of language and other capacities of mind. The authors address a wide range of (...) interrelated questions, the most central of which is this: is phonological knowledge different from linguistic knowledge in general? They offer responses to this question from a variety of perspectives, each of which has consequences for how phonology and language are conceived. Each also involves a host of further questions concerning the modularity of mind and of language; whether phonology should be included in the language faculty; the nature-convention debate; the content of phonological elements and its relation to phonetic substance; the implications of sign languages for phonology; whether functional and variationist considerations are relevant in phonology; how phonological knowledge arises; and, not least, the data and methods appropriate for phonological inquiry. Phonological Knowledge is an important contribution to the most fundamental issues in phonology and the understanding of language. It will interest researchers in and advanced students of phonology, linguistic theory, and philosophy of language.In addition to the editors, the authors are Mary Beckman, Silvain Bromberger, Jennifer Fitzpatrick, Paul Foulkes, Mark Hale, Morris Hallé, John Harris, Harry van der Hulst, Robert Ladd, G. Lindsey, Scott Myers, Janet Pierrehumbert, Charles Reiss, Shelley Velleman, Marilyn Vihman, and Linda Wheeldon.By relating foundational questions of phonology to their larger linguistic, cognitive, and philosophical contexts this book will generate interest not only among phonologists and their advanced students, but also among all those concerned to understand the forms and functions of language. (shrink)

Husserl's Lengthening Shadow: A Historical Introduction In the Maurice Merleau- Ponty wrote an essay called 'Le philosophe et son ombre'. ...

This work provides a comprehensive introduction to Asian ethics, covering Hinduism, Buddhism, Zen Buddhism, Taoism and Confucianism. Each chapter comprises historical background, essential ethical themes or topics, primary sources and more.

This paper sets out to explore apparent contradictions between claims or assumptions to the effect that: (i) teaching is a profession; (ii) good teaching involves the cultivation of positive personal relationships with pupils; (iii) professional relationships should be of an essentially formal or impersonal nature. It is argued that the very real contradictions to which teaching as a professional occupation is prone are a function of fundamental tension between the essentially deontic character of professional principle and regulation, and the inherently (...) 'virtue ethical' nature of teaching as a form of pre-theoretical and non-technical moral association. The paper concludes by identifying and offering some comment on three such areas of tension. (shrink)

For every uncountable regular cardinalκ and any cardinalλ≧κ,P κ λ denotes the set $\left\{ {x \subseteqq \lambda :\left| x \right|< \kappa } \right\}$ . Furthermore, < denotes the binary operation defined inP κ λ byx (...) + denotes the setP κ λ−I, andI * the filter dual toI.An idealI overP κ λ is said to benormal iff every functionf:P κ λ→λ with the property that {x∈P κ λ:f(x)∈x}∈I + is constant on a set inI +.I is said to bestrongly normal iff every functionf:P κ λ→P κ λ with the property that {x∈P κ λ:x∩xκ≠Ø∧f(x)shrink)

In the contemporary literature of educational philosophy and theory, it is almost routinely assumed or claimed that 'education' is a 'contested' concept: that is, it is held that education is invested – as it were, 'all the way down' - with socially constructed interests and values that are liable to diverge in different contexts to the point of mutual opposition. It is also often alleged that post-war analytical philosophers of education such as R. S. Peters failed to appreciate such contestability (...) in seeking a single unified account of the concept of education. Following a brief re-visitation of Peters' analytical influences and approach and some consideration of recent 'post-analytical' criticisms of analytical educational philosophy on precisely this score, it is argued that much of the case for the so-called 'contestability' of education rests on a confusion of different concepts with different senses of 'education' that proper observance of well-tried methods of conceptual analysis easily enables us to avoid. (shrink)

We all know that something is eternal. And it ain’t houses and it ain’t names, and it ain’t earth, and it ain’t even the stars... everybody knows in their bones that something is eternal, and that something has to do with human beings. All the greatest people ever lived have been telling us that for five thousand years and yet you’d be surprised how people are always losing hold of it. There’s something way down deep that’s eternal about every human (...) being. The main aim of this paper is to raise and explore some issues about the possible or actual uses of past and present-day creative and imaginative literature for moral educational purposes—more specifically to the purpose.. (shrink)

Teachers are regularly blamed–especially in times of moral panic–for failing to set a good example and teach proper moral standards to their pupils. As well as familiar issues about moral values and the legitimacy of different modes of moral pedagogy this also raises the question of the degree of connection between a teacher’s private and personal values, attitudes and behaviour and his or her professional conduct and responsibilities. Two common responses to these problems–paternalism and liberalism–are here criticised and an alternative (...) perspective on the moral role of the teacher is sought, drawing on communitarian insights into the nature of moral and other values and their function in human affairs. (shrink)

This article introduces and defines the Health in All Policies concept and examines existing state legislation, with a focus on California. The article starts with an overview of HiAP and then analyzes the status of HiAP legislation, specifically addressing variations across states. Finally, the article describes California's HiAP approach and discusses how communities can apply a HiAP framework not only to improve health outcomes and advance health equity, but also to counteract existing laws and policies that contribute to health inequities.

A survey of current attitudes towards the concept of intentionality provides for an interesting sociology of philosophers. One group regards the notion as a kind of ghost-in-the-machine redivivus, come back to haunt them. The spectral threats posed to a seamless materialist ontology by such things as immateriality, incorrigibility and privacy had seemed exorcised in the first round, at the hands of Ryle and Wittgenstein. But now it appeared that their opponents had been holding in reserve a much more sophisticated concept (...) of mind that required such intractables as mental states that derive their identity from their meanings, meanings themselves as abstract and intensional entities, intentional as opposed to real objects, and the like. (shrink)

ABSTRACT This paper shows that the stated principles and content of the National Curriculum are those presupposed in any justification of education in a democracy. What it also shows is that the National Curriculum can only genuinely exercise its democratic role in the kind of society which provides the social and cultural conditions necessary for its practical application. But since the National Curriculum is being implemented in a society which lacks these conditions, any failure to provide an ‘education for democracy’ (...) will not be a failure of the curriculum it prescribes, but of the kind of democratic society in which it is being enacted. (shrink)

The currently fashionable professional ideal of reflective practice has focused on how good teaching might be informed by theoretical (invariably social scientific) enquiry and has been commonly construed as a matter of the effective application of theory. This paper rejects technicist assumptions underpinning the idea of applied theory, tracing them to confusion between two different sorts of practical deliberation, phronesis and techne. Understanding professional reflection primarily in term of phronesis calls into doubt both the precise role of genuine theoretical studies (...) in professional reflection and the very status as theoretical of the sort of the principled understanding and deliberation required for the wise conduct of education. (shrink)

Geschichte im Kulturprozeß. By Jörn RüsenHistory: Narration, Interpretation, Orientation. By Jörn Rüsen.

In 1989 Smart problematised law as a masculinist knowledge which disqualified other forms of knowledge, particularly feminism. Twenty-one years later Smart characterises the relationship between law and feminism quite differently. In this account law responds to feminism and outcomes are progressive. Smart suggests that rather than continuing to focus on law’s disciplinary and normalising role, it is more productive to conceptualise contemporary family law as a creative kinning practice. We argue, however, that we must also bring into this account the (...) changes to the state brought about by neo-liberalism. The paper tests these observations about the trajectories of feminism, law and neo-liberalism by reflecting upon our study of the Albert Kennedy Trust (AKT). AKT was established in 1989, in the wake of gay and lesbian resistance to Clause 28, to provide homes with gay and lesbian adults for homeless gay and lesbian teenagers. We are interested in AKT’s shift in its description of the adults’ relationship with the teenagers in their care from ‘brothers and sisters’ to ‘carers’ as it moved from a marginal force to mainstream partner/provider. In this context we explore the complexity of law’s responsiveness to feminism’s dynamism, its contingent recognition of kinning practices and, in the light of neo-liberalism, its continuing disciplinary role. (shrink)

The following is a review of Embodiment, Enaction and Culture. Investigating the Constitution of the Shared World. Edited by Christoph Durt, Thomas Fuchs, and Christian Tewes. MIT Press, 2017.

Sexual assault examinations consist of a medical evaluation and forensic evidence collection. Usually the patient signs a consent form allowing the examination to occur. Occasionally circumstances exist that render a patient unable to give consent for this examination. Such circumstances include young age, mental health disease, cognitive delay, or drug/alcohol ingestion. This article provides suggestions for developing a policy allowing a sexual assault examination to be conducted without patient consent. A sample of such a policy is provided.