In lieu of an abstract, here is a brief excerpt of the content:PLOTINUS AND THE APEIRON OF PLATO'S PARMENIDES JOHN H. HEISER Niagara Unwersity Niagara University, New York WE USE THE TERM "infinite" so freely to designate what supposedly transcends something called ' the finite " that one might imagine the concept to be entirely unproblematic. Greek philosophy's difficulty even entertaining such an idea then appears as a sort of myopia, which we in our superior enlightenment have escaped. I (...) propose to examine the way in which one Greek mind, that of Hotinus, came to entertain rthe idea. There may be no better wiay to bring out the difficulties, as well as the possibilities, inherent in a concept than to observe a first class philosophical mind wrestling with it. I also hope rto show that we have a lot to learn from Plotinus. Plotinus's doctrine of the infinite has of course been examined before, on more than one occasion.1 But those who have done so, judging from what they say or do not say, appear to find nothing puzzling in the concept of " infinite perfection " or" infinite being." "We" have come to understand exactly what it means (or at least we bandy the term about 1 For instance: A. H. Armstrong, "Plotinus' Doctrine of the Infinite and its Significance for Christian Thought," Downside Review 73 (1955) : 47-58; Leo J. Sweeney, S.J., "Infinity in Plotinus," Gregorianum 38 (1957) : 515535 ; 713-732; W. Norris Clarke, S.J., "Infinity in Plotinus: a Reply,'' Gregorianum 40 (1959): 75-98; John Whittaker, "Philological Comments on the Neoplatonic Notion of Infinity,'' in The Significance of Neoplatonism, ed. R. Baine Harris (Norfolk, Va.: International Society for Neoplatonic Studies, 1976), pp. 155-172. John M. Rist devotes the third chapter, "The Plotinian One," of his Plotinus: The Road to Reality (New York: Cambridge Uninrsity Press, 1967) largely to the infinity of the One. 58 54 JOHN H. HEISER as if we did). Greek difficulties are understandable (ailthough it is hal'd not to be patronizing about them), but once we have taken note of these difficulties the only question of interest would seem to be whether Plotinus learned to discount them and to talk as we do. In my view, the only way to appreciate Plotinus's aichievement, and to learn from him, is to take these difficulties with great seriousness and to stmggle through them with Plotinus. Another point most commentators overlook is something I take to be both a frucit and a clue to much of what Plotinus says about the Infinite Source of the universe. This is that, in explaining why the One should be called " infinite," Plotinu!! is presenting his e:xiegesis of a perplexing passage in Plato's Parmenides.2 Rather than following his own 1ine of thought to the conc1usion that the One must be infinite, we see Plotinus casting about for some meaning he can assign to a term he is confronted with. I happen to think that his exegesis of Plato is mistaken. This raises the interesting possibility that Plotinus 's breakthrough, if it is a breakthrough and not an aberration, resulted by accident from a mis.take. Before examining Greek views on the infinite, I should like to play Socrates for a moment and examine the concept itself of " infinite perfection." A bit of dialectic might help dispel some of the complacency that surrounds it. As it stands, "infinitely perfect" is at least verbally self-contradictory, as if one were to say " endlessly finished." This may explain why even Plotinus never put it quite thaJt way. But even if we can get around that, what could it mean for something to be 2 :M:ost commentators simply ignore the point, but Professor Armstrong, who is usually so alert to sources, makes the surprising statement that "there is no clear evidence that Plato ever thought or spoke of the One or Good as in any sense apeiron" ("Doctrine of the Infinite," p. 48). Professor Rist goes further and claims that "the 'beyond Being' of Plato must mean a finite Being in some way beyond other finite beings" (Road to Reality, p. 24). But Rist appears to assume he and his readers share a common understanding of what it... (shrink)

The everyday expressions of nursing practices are driven by their entanglement in complex flows of social, cultural, political and economic interests. Early expressions of trained nursing practice in the United States and Europe reflect claims of moral, spiritual and clinical exceptionalism. They were both imposed upon—and internalized by—nursing pioneers. These claims were associated with an endogenous narrative of discipline and its physical manifestation in early nursing schools and hospitals, which functioned as “total institutions.” By contrast, the external forces—diffuse yet pervasive—impacting (...) upon contemporary nursing more closely align with the power dynamics explored in Gilles Deleuze's concept of the Society of Control. The example of sensor technology and telemetric monitoring of nurses’ locations in the clinical setting exemplifies the intense presence of surveillance, performance metrics and the “rationalization” of nursing practice. It falls upon nurses to recognize, accept or challenge these dynamics in order to shape the future of nursing practice into a discipline which embodies our values and priorities. (shrink)

Brock Macdonald1, Evi Vakiani2, Rhonda K Yantiss3, Jun Lee4, Robert S Brown Jr5, Samuel H Sigal61Division of Gastroenterology, Department of Medicine, University of California-San Francisco, San Francisco, CA, 2Department of Pathology, Memorial Sloan–Kettering Cancer Center, New York, NY, 3Department of Pathology and Laboratory Medicine, New York Weill Cornell Medical College, New York, NY, 4Division of Nephrology, Department of Medicine, Weill Cornell Medical College, New York, NY, 5Division of Gastroenterology, Department of Medicine, Columbia University College of Physicians and Surgeons, New York, (...) NY, 6Division of Gastroenterology and Hepatology, Department of Medicine, New York University, New York, NY, USA: The use of sirolimus as an alternative to calcineurin inhibitors for posttransplant immunosuppression is associated with a variety of inflammatory conditions. In this report, we describe the case of a 34-year-old man who developed abnormal liver tests 6 years after live-donor kidney transplantation and 5 years after initiation of sirolimus-based immunosuppression. Elevated aminotransferase levels persisted after withdrawal of potentially hepatotoxic medications, and serologic evaluation for viral hepatitis, autoimmune disease, and genetic disorders was unrevealing. Liver biopsy revealed prominent hepatocellular injury associated with a mixed inflammatory infiltrate and liver tests normalized within 2 weeks of discontinuation of sirolimus. In this report, we review previous reports of sirolimus hepatotoxicity and propose a unifying hypothesis for the various inflammatory conditions that have been attributed to sirolimus.Keywords: sirolimus, immunosuppression, transplant, inflammatory conditions, hepatotoxicity. (shrink)

R. S. Peters on Education and Ethics reissues seven titles from Peters' life's work. Taking an interdisciplinary approach, the books are concerned with the philosophy of education and ethics. Topics include moral education and learning, authority and responsibility, psychology and ethical development and ideas on motivation amongst others. The books discuss more traditional theories and philosophical thinkers as well as exploring later ideas in a way which makes the subjects they discuss still relevant today.

"Williams's masterful translation satisfies (at last!) a long-standing need. There are lots of good translations of Augustine's great work, but until now we have been forced to choose between those that strive to replicate in English something of the majesty and beauty of Augustine's Latin style and those that opt instead to convey the careful precision of his philosophical terminology and argumentation. Finally, Williams has succeeded in capturing both sides of Augustine's mind in a richly evocative, impeccably reliable, elegantly readable (...) presentation of one of the most impressive achievements in Western thought--Augustine's Confessions." --Scott MacDonald, Professor of Philosophy and Norma K. Regan Professor in Christian Studies, Cornell University. (shrink)

R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.

R. S. Woolhouse; IV*—Leibniz's Reaction to Cartesian Interaction, Proceedings of the Aristotelian Society, Volume 86, Issue 1, 1 June 1986, Pages 69–82, https:/.

R S Peters; Education and the Educated Man, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 5–20, https://doi.org/10.1111/j.1467-9752.

First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development in order to provide a more focused volume on moral education for students. Peters' background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: 'Freud's theory of Moral Development in Relation to that of Piaget' and 'Moral Education and the Psychology of Character'. He also displays balance in his acceptance that reason and feeling (...) are both of great importance where the subject of moral education is concerned. Although written some time ago, the book discusses issues which are still of considerable interest and importance today. (shrink)

R. S. Bluck’s engaging volume provides an accessible introduction to the thought of Plato. In the first part of the book the author provides an account of the life of the philosopher, from Plato’s early years, through to the Academy, the first visit to Dionysius and the third visit to Syracuse, and finishing with an account of his final years. In the second part contains a discussion of the main purpose and points of interest of each of Plato’s works. There (...) is a chapter on Plato’s central doctrine, the Theory of Ideas, and a translation of Plato’s _Seventh Letter_, which not only provides valuable additional material for the study of Plato’s thought but also contains a vivid account of many incidents in Plato’s life. (shrink)

R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as 'What do we actually mean by education?' and provides a proper ethical foundation for education in a democratic society. The book will appeal (...) to both teachers and students of philosophy as well as education. (shrink)

Shaḥrūr, Muḥammad; Islamic philosophy; Qurʼan; hermeneutics; criticism, interpretation, etc.

R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.

This book sets the empiricist philosophers in context and examines their various approaches to philosophy. It concentrates primarily on the major figures - Bacon, Hobbes, Locke, Berkeley and Hume - but also discusses the unjustly neglected French philosopher Pierre Gassendi and devotes a chapter to the Royal Society of London for the Improving of Natural Knowledge, which was founded in the 1660s.

In Galileo's Error, Philip Goff sets out a manifesto for a post-Galilean science of consciousness. Article four of the manifesto reads: 'Anti-Dualism: Consciousness is not separate from the physical world; rather consciousness is located in the intrinsic nature of the physical world.' I argue that there is an important sense of ‘dualism’ in which Goff’s arguments are not only compatible with but entail dualism, and not only dualism but substance dualism. Substance dualism, in the sense I have in mind, is (...) the view that (i) there are two sides to reality, a fundamentally mental side and a fundamentally nonmental side; and (ii) the fundamentally mental side consists of mental substances resembling Cartesian souls. I do not suggest that this is bad news for post-Galilean science of consciousness. My aim is rather to push for a certain view about what a theory of consciousness motivated by Goff’s arguments must look like. (shrink)

R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.

Aesthetics in philosophy of mathematics is too narrowly construed. Beauty is not the only feature in mathematics that is arguably aesthetic. While not the highest aesthetic value, being interesting is a sine qua non for publishability. Of the many ways to be interesting, being explanatory has recently been discussed. The motivational power of what is interesting is important for both directing research and stimulating education. The scientific satisfaction of curiosity and the artistic desire for beautiful results are complementary but both (...) aesthetic. (shrink)

An intelligently and originally organized survey, which cites with brief abstracts and some appraisals studies of Plato that appeared during the period 1950-1957. The range of coverage is almost exhaustive and is carefully cross-referenced. The citation of material in Dutch, Portuguese, and Norwegian, supplementing complete coverage of English, French, German, and Italian books and articles, should prove of value in revealing common interests and furthering international communication among scholars. Philological and analytic approaches are usually commended, but dialectical treatments which fit (...) neither category usually elicit an unjustified negative appraisal. An indispensable book for the general practitioner in philosophy as well as for the specialist. --R. S. B. (shrink)