In “Subordinating Speech,” Ishani Maitra defends the claim that ordinary instances of hate speech can sometimes constitute subordination. While she accepts that subordinating speech requires authority, she argues that ordinary speakers can acquire this authority via a process of “licensing.” I believe this account is interestingly mistaken, and in this paper I develop an alternative account. In particular, I take issue with what I see as the highly localized character of Maitra’s account, which effectively divorces the subordinating authority of ordinary (...) hate speech from the broader normative context, including social and pragmatic features that I claim play essential roles in subordination. (shrink)

Sweatshop labour is sometimes defended from critics by arguments that stress the voluntariness of the worker’s choice, and the fact that sweatshops provide a source of income where no other similar source exists. The idea is if it is exploitation—as their opponents charge—it is mutually beneficial and consensual exploitation. This defence appeals to the non-worseness claim (NWC), which says that if exploitation is better for the exploited party than neglect, it cannot be seriously wrong. The NWC renders otherwise exploitative—and therefore (...) morally wrong—transactions permissible, making the exploitation of the global poor a justifiable path to development. In this paper, I argue that the use of NWC for the case of sweatshops is misleading. After reviewing and strengthening the exploitation claims made concerning sweatshops, most importantly by refuting certain allegations that a micro-unfairness account of exploitation cannot evaluate sweatshop labour as exploitative, I then argue that even if this practice may seem permissible due to benefits otherwise unavailable to the global poor, there remains a duty to address the background conditions that make this form of wrong-doing possible, which the NWC cannot accommodate. I argue that the NWC denies this by unreasonably limiting its scope and is therefore incomplete, and ultimately unconvincing. (shrink)

The great age of Russian philosophy spans the century between 1830 and 1930 - from the famous Slavophile-Westernizer controversy of the 1830s and 1840s, through the 'Silver Age' of Russian culture at the beginning of the twentieth century, to the formation of a Russian 'philosophical emigration' in the wake of the Russian Revolution. This volume is a major history and interpretation of Russian philosophy in this period. Eighteen chapters discuss Russian philosophy's main figures, schools and controversies, while simultaneously pursuing a (...) common central theme: the development of a distinctive Russian tradition of philosophical humanism focused on the defence of human dignity. As this volume shows, the century-long debate over the meaning and grounds of human dignity, freedom and the just society involved thinkers of all backgrounds and positions, transcending easy classification as 'religious' or 'secular'. The debate still resonates strongly today. (shrink)

The treatment decisions of competent adults, especially treatment refusals, are generally respected. In the case of minors something turns on their age, and older minors ought increasingly to make their own decisions. On the other hand, parents decide on behalf of infants and young children. Their right to do so can best be justified in terms of the importance of preserving intimate family relationships, rather than in terms of the child's best interests, although the child's best interests will most often (...) follow from this arrangement. Nevertheless, there are and ought to be legal, ethical, and financial constraints on parental decision making. (shrink)

How a group G can know that p has been the subject of much investigation in social epistemology in recent years. This paper clarifies and defends a form of non-supervenient, non-summative group knowledge: G can know that p even if none of the members of G knows that p, and whether or not G knows that p does not locally supervene on the mental states of the members of G. Instead, we argue that what is central to G knowing that (...) p is whether G has an epistemic structure that is functioning appropriately in accord with the action-related purposes of the group, and this structure may include non-agential elements such as devices that retain or process information. We argue that recent objections to non-summative group knowledge given by Jennifer Lackey do not in fact succeed in undermining the view, but do help to clarify the nature of non-summative group knowledge. The main upshot of our response to Lackey’s objections is that groups put their knowledge into action in ways that often differ from how individuals do so, and social epistemologists should be careful to notice these differences, especially insofar as groups often structure themselves by employing various epistemically-relevant devices. (shrink)

Jesper Kallestrup has provided an insightful response to our paper, “Epistemic Structure in Non-Summative Social Knowledge”. Kallestrup identifies some important issues pertaining to our non-summative, non-supervenient account of group knowledge which we did not address in our original paper. Here, we develop our view further in light of Kallestrup’s helpful reply.

We analyze the representation of binary relations in general, and in particular of functions and of total antisymmetric relations, in monadic third order logic, that is, the simple typed theory of sets with three types. We show that there is no general representation of functions or of total antisymmetric relations in this theory. We present partial representations of functions and of total antisymmetric relations which work for large classes of these relations, and show that there is an adequate representation of (...) cardinality in this theory. The relation of our work to similar work by Henrard and Allen Hazen is discussed. This work can be understood as part of a program of assessing the capabilities of weak logical frameworks: our results are applicable for example, to the framework in David Lewis’s Parts of Classes. (shrink)

Climate scientists and activists face the disturbing truths of climate change every day. How do they manage this psychologically? In-depth qualitative interviews with a small sample from these two groups suggest that scientists often take refuge in conventional understandings of scientific rationality in their attempts to defend themselves against anxieties generated by the politicisation of climate change. By contrast, activists seem more emotionally literate, building psychological support into their practice. We trace some of the dysfunctional effects of the social defences (...) adopted by the scientific community, and demonstrate how a different approach has led to the development of what might be called 'sustainable activism'. (shrink)

This paper discusses a sequence of extensions ofNFU, Jensen's improvement of Quine's set theory “New Foundations” (NF) of [16].The original theoryNFof Quine continues to present difficulties. After 60 years of intermittent investigation, it is still not known to be consistent relative to any set theory in which we have confidence. Specker showed in [20] thatNFdisproves Choice (and so proves Infinity). Even if one assumes the consistency ofNF, one is hampered by the lack of powerful methods for proofs of consistency and (...) independence such as are available for use withZFC; very clever work has been done with permutation methods, starting with [18] and [5], and exemplified more recently by [14], but permutation methods can only be applied to show the consistency or independence of unstratified sentences (see the definition ofNFUbelow for a definition of stratification). For example, there is no method available to determine whether the assertion “the continuum can be well-ordered” is consistent with or independent ofNF. There is one substantial independence result for an assertion with nontrivial stratified consequences, using metamathematical methods: this is Orey's proof of the independence of the Axiom of Counting fromNF(see below for a statement of this axiom).We mention these difficulties only to reassure the reader of their irrelevance to the present work. Jensen's modification of “New Foundations” (in [13]), which was to restrict extensionality to sets, allowing many non-sets (urelements) with no elements, has almost magical effects. (shrink)

Many medical services lack robust evidence of effectiveness and may therefore be considered “unnecessary” care. Proactively withdrawing resources from, or de-funding, such services and redirecting the savings to services that have proven effectiveness would enhance overall health system performance. Despite this, governments have been reluctant to discontinue funding of services once funding is in place. The focus of this study is to understand how the framing of an issue or problem influences government decision-making related to de-funding of medical services. To (...) achieve this, a framework describing how problem frames, or explanatory naratives, influence government policy decisions was developed and applied to actual cases. The two cases selected were the Ontario government’s decisions to de-fund the drug Oxycontin and blood glucose test strips used by patients with diabetes. A qualitative content analysis of public discourse surrounding these two resource withdrawal examples was conducted and described using the framework. In the framework, government decision-making is a partial reflection of the visibility of the policy issue and complexity of the causal story told within a problem frame. By applying this framework and considering these two key characteristics of problem frames, we can better understand, and possibly predict, the shape and timing of government policy decisions to withdraw resources from medical services. (shrink)

An ω-model (a model in which all natural numbers are standard) of the predicative fragment of Quine's set theory "New Foundations" (NF) is constructed. Marcel Crabbe has shown that a theory NFI extending predicative NF is consistent, and the model constructed is actually a model of NFI as well. The construction follows the construction of ω-models of NFU (NF with urelements) by R. B. Jensen, and, like the construction of Jensen for NFU, it can be used to construct α-models for (...) any ordinal α. The construction proceeds via a model of a type theory of a peculiar kind; we first discuss such "tangled type theories" in general, exhibiting a "tangled type theory" (and also an extension of Zermelo set theory with Δ 0 comprehension) which is equiconsistent with NF (for which the consistency problem seems no easier than the corresponding problem for NF (still open)), and pointing out that "tangled type theory with urelements" has a quite natural interpretation, which seems to provide an explanation for the more natural behaviour of NFU relative to the other set theories of this kind, and can be seen anachronistically as underlying Jensen's consistency proof for NFU. (shrink)

This paper discusses a sequence of extensions ofNFU, Jensen's improvement of Quine's set theory “New Foundations” (NF) of [16].The original theoryNFof Quine continues to present difficulties. After 60 years of intermittent investigation, it is still not known to be consistent relative to any set theory in which we have confidence. Specker showed in [20] thatNFdisproves Choice (and so proves Infinity). Even if one assumes the consistency ofNF, one is hampered by the lack of powerful methods for proofs of consistency and (...) independence such as are available for use withZFC; very clever work has been done with permutation methods, starting with [18] and [5], and exemplified more recently by [14], but permutation methods can only be applied to show the consistency or independence of unstratified sentences (see the definition ofNFUbelow for a definition of stratification). For example, there is no method available to determine whether the assertion “the continuum can be well-ordered” is consistent with or independent ofNF. There is one substantial independence result for an assertion with nontrivial stratified consequences, using metamathematical methods: this is Orey's proof of the independence of the Axiom of Counting fromNF(see below for a statement of this axiom).We mention these difficulties only to reassure the reader of their irrelevance to the present work. Jensen's modification of “New Foundations” (in [13]), which was to restrict extensionality to sets, allowing many non-sets (urelements) with no elements, has almost magical effects. (shrink)

Systems TRC and TRCU of illative combinatory logic are introduced and shown to be equivalent in consistency strength and expressive power to Quine's set theory ‘New Foundations’ and the fragment NFU + Infinity of NF described by Jensen, respectively. Jensen demonstrated the consistency of NFU + Infinity relative to ZFC; the question of the consistency of NF remains open. TRC and TRCU are presented here as classical first-order theories, although they can be presented as equational theories; they are not constructive.

A clear understanding of social justice requires complex rather than simple answers. It requires comfort with ambiguity rather than absolute answers. This is counter to viewing right versus wrong, just vs. unjust, or good vs. evil as dichotomies. This book provides many examples of where and how to begin to view these as continuums rather than dichotomies.

Thomas Reid has the unusual distinction of arriving at a metaethical position very much like G. E. Moore’s via a route very similar to that employed by the Kantians. That is, Reid embraces a version of nonnaturalist moral realism by appeal not to open question-style considerations but to a particular account of agency. In this essay, we reconstruct Reid’s agency-centered argument for his constitutivist version of moral nonnaturalism, highlighting its commitments. Having presented Reid’s argument, we close by considering a prominent (...) contemporary Kantian view, namely, Christine Korsgaard’s, and identifying where, despite their common commitments, Reid and Korsgaard part company. The comparison, we suggest, is instructive because it allows us to see more clearly why the link between agency-centered approaches to ethical theorizing and nonrealist, constitutivist views of morality, such as Korsgaard’s, is deeply contingent. (shrink)

Proponents of The Free Will Defense frequently argue that it is necessary for God to create self-directing beings who possess the capacity for producing evil because, in the words of F.R. Tennant, “moral goodness must be the result of a self-directing developmental process.” But if this is true, David Paulsen has recently argued, then the proponent of the Free Will Defense cannot claim that God has an eternally determinate nature. For if God has an eternally determinatenature and moral goodness must (...) be the result of a developmental process, then God cannot be considered morally good. In response, I argue that (1) many contemporary Free Will theists do not affirm a developmental concept of morality and thus avoid Paulsen’s criticism and that (2) even those who affirm a developmental concept of morality on the human level need not grant that divine morality is also developmental in nature. (shrink)

We show in (the usual set theory without Choice) that for any set X, the collection of sets Y such that each element of the transitive closure of is strictly smaller in size than X (the collection of sets hereditarily smaller than X) is a set. This result has been shown by Jech in the case (where the collection under consideration is the set of hereditarily countable sets).

Three systems of double extension set theory have been proposed by Andrzej Kisielewicz in two papers. In this paper, it is shown that the two stronger systems are inconsistent, and that the third, weakest system does not admit extensionality for general sets or the use of general sets as parameters in its comprehension scheme. The parameter-free version of the comprehension principle of double extension set theory is also shown to be inconsistent with extensionality. The definitions of the systems and a (...) self-contained exposition of their properties is given, sufficient to develop the inconsistency proofs. (shrink)

This paper extends the results of an earlier paper by the author . New subsystems of the combinatory logic TRC shown in that paper to be equivalent to NF are introduced; these systems are analogous to subsystems of NF with predicativity restrictions on set comprehension introduced and shown to be consistent by Crabbé. For one of these systems, an exact equivalence in consistency strength and expressive power with the analogous subsystem of NF is established.

A common objection to Quine’s set theory “New Foundations” is that it is inadequately motivated because the restriction on comprehension which appears to avert paradox is a syntactical trick. We present a semantic criterion for determining whether a class is a set (a kind of symmetry) which motivates NF.

A common objection to Quine's set theory "New Foundations" is that it is inadequately motivated because the restriction on comprehension which appears to avert paradox is a syntactical trick. We present a semantic criterion for determining whether a class is a set which motivates NF.

Andrzej Kisielewicz has proposed three systems of double extension set theory of which we have shown two to be inconsistent in an earlier paper. Kisielewicz presented an argument that the remaining system interprets ZF, which is defective: it actually shows that the surviving possibly consistent system of double extension set theory interprets ZF with Separation and Comprehension restricted to 0 formulas. We show that this system does interpret ZF, using an analysis of the structure of the ordinals.

Thomas Reid's Essays on the Active Powers presents what is probably the most thoroughly developed version of agent-causal libertarianism in the modern canon. While commentators today often acknowledge Reid's contribution, they typically focus on what appears to be a serious problem for the view: Reid appears to commit himself to a position according to which acting freely would require an agent to engage in an infinite number of exertions of active power. In this essay, we maintain that, properly understood, Reid's (...) version of agent-causal libertarianism generates no regress of exertion. Our discussion begins by presenting Reid's account of free action and why it appears vulnerable to a worrisome regress. We then consider three attempts to address the regress in the contemporary literature offered by William Rowe, Gideon Yaffe, and James Van Cleve, which we find unsatisfactory. We then develop a solution to the worry—one that takes very seriously both what Reid means by an ‘efficient’ cause and his appeal to normative features when explaining action. We call it the ‘networked capacity’ view. (shrink)

Neural crest cells are multipotent progenitors, capable of producing diverse cell types upon differentiation. Recent studies have identified significant heterogeneity in both the fates produced and genes expressed by different premigratory crest cells. While these cells may be specified toward particular fates prior to migration, transplant studies show that some may still be capable of respecification at this time. Here we summarize evidence that extracellular signals in the local environment may act to specify premigratory crest and thus generate diversity in (...) the population. Three main classes of signals–Wnts, BMP2/BMP4 and TGFβ1,2,3–have been shown to directly influence the production of particular neural crest cell fates, and all are expressed near the premigratory crest. This system may therefore provide a good model for integration of multiple signaling pathways during embryonic cell fate specification. BioEssays 22:708–716, 2000. © 2000 John Wiley & Sons, Inc. (shrink)

En este artículo se realiza un análisis de la categoría de verdad real en el pensamiento del filósofo español Xavier Zubiri. El estudio se estructura en cuatro apartados, en los cuales se parte de una introducción a los principales elementos de la teoría de la verdad desarrollados por dicho autor, y posteriormente se propone un abordaje partiendo de las tesis presentes en Sobre la esencia, profundizando de manera específica en lo relacionado con la verdad real y sus dimensiones en el (...) marco de la intelección sentiente. Luego se estudia el curso dictado en 1966 titulado El hombre y la verdad, en el cual se visualiza a la verdad como un elemento constitutivo de la realidad humana, enfatizando de manera particular en su vínculo con la historicidad. Finalmente, se asume el primer tomo de la trilogía sobre la inteligencia sentiente como un insumo clave para comprender el pensamiento maduro de Zubiri sobre esta temática. El problema de investigación que estructura esta investigación gira en torno a la interrogante: ¿Cuáles son los fundamentos de la verdad real planteada por Xavier Zubiri en el marco de la inteligencia sentiente? Se pretende que su alcance ofrezca un insumo sistematizado al lector interesado en la obra de Zubiri sobre una de sus temáticas más importantes. Metodológicamente se ha optado por una lectura directa de las fuentes primarias, desde una perspectiva eminentemente hermenéutica. Se concluye que la teoría de la verdad zubiriana se ubica en el nivel primario y originario, donde no hay espacio para el error. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Bonaventure's Reductio of the Nine Choirs of Angels:How Bonaventure Compressed Two Monumental Traditions into Nine Words and Nine Short PhrasesRandall B. Smith"There is probably no better illustration in medieval thought of how the genius of the symbolic imagination also involves deep speculative insight." So wrote Bernard McGinn of Bonaventure's Itinerarium mentis in deum in The Flowering of Mysticism: Men and Woman in the New Mysticism, 1200–1350.1 There is no (...) question that the Itinerarium is a book suffused with symbolic imagery; so much so, in fact, that it can sometimes seem to lapse into a confusing jumble.Certainly there are many sections of the Itinerarium that have baffled readers over the years, often because Bonaventure's use of imagery is so unique and creative and the truths he is attempting to enunciate are so far beyond our normal ways of thinking about God. But there is a short passage in chapter 4 of the Itinerarium that seems to defy interpretation precisely because of what one might describe as an almost austere terseness and brevity. The point Bonaventure wishes to make is one he communicates in little more than a list of nine words and nine short, parallel phrases.The passage I have in mind is this one in Itinerarium 4.4.When these things have been accomplished, and our spirit has been brought into conformity with the heavenly Jerusalem, it is ordered [End Page 583] hierarchically so that it can ascend upward. For no one enters into that city unless that city has first descended into the person's heart by means of grace, as John sees in his Apocalypse. It descends into the heart when our spirit has been made hierarchical by the reformation of the image, by means of the theological virtues, the enjoyment of the spiritual senses, and the ecstasy of rapture; for it has been purged, illumined and brought to perfection.In this way our spirit is adorned with nine orderly levels when within it the following are found in an appropriate order: announcing, dictating, leading, ordering, strengthening, commanding, receiving, revealing, and anointing. These correspond to the nine choirs of angels. The first three of the foregoing levels in the human mind relate to nature; the next three relate to work; and the final three relate to grace. When it has attained these, the soul, by entering into itself, enters into the heavenly Jerusalem where, as it considers the choirs of angels, it sees in them the God who dwells in them and who works in all their operations.Therefore, Bernard says to Pope Eugene that "God loves in the Seraphim as charity; knows in the Cherubim as truth; sits in the Thrones as justice; reigns in the Dominations as majesty; rules in the Principalities as a guiding principle; protects in the Powers as salvation; is at work in the Virtues as strength; reveals in the Archangels as light; assists in the Angels as kindness." From all this, God is seen as all in all when we contemplate God in our minds where God dwells through the gifts of the most generous charity.2Notice in the passage I have quoted above that Bonaventure says our spirit must be "brought into conformity with the heavenly Jerusalem," and that this requires it be "ordered hierarchically so that it can ascend upward." This serves as a transition into a rather odd pair of lists—one with nine words and the other with nine short, parallel phrases—that Bonaventure associates with the nine angelic choirs. These two lists of the nine choirs of angels do not, however, correspond exactly with one [End Page 584] another, for reasons I will explain below. And although these two lists of the nine ranks of angels in the angelic hierarchy take up just a few lines in Bonaventure's text, there is a lot of background information we will need to fill in to provide the necessary context to appreciate them. Indeed, as we will see, in this short passage, Bonaventure was able using the methods of the thirteenth-century sermo modernus style to reduce two monumental commentary traditions regarding the nine choirs of angels—one that... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Art of Teaching MusicBetty Anne YounkerEstelle R. Jorgensen, The Art of Teaching Music(Bloomington, IN: Indiana University Press, 2008)I have had the pleasure of reading the book manuscript, The Art of Teaching Music, by Estelle Jorgensen. The content explores a variety of ideas that are covered in the myriad of courses experienced by undergraduate students and introduces new ones that are critical to the development of musicians and (...) prospective teachers. Some of these ideas might be alluded to or briefly discussed in methods classes, but not at the level of thoughtful detail as they are entertained and examined in the book. This level of depth would require students and teachers to discuss, dialogue, debate, and reflect over time within and across semesters and courses. I dare to suggest that some of the ideas might not be brought to students’ attention at all throughout the undergraduate experience, which is of a concern and suggests an even greater need for such a book.My overall impression of the book is that the content and the depth of writing would serve the undergraduate students throughout their undergraduate experience and the graduate population for similar and yet different reasons. In terms of the undergraduates, there are parts of the book that would be relevant during their first year in a foundations class, second year in technique classes, third year in methods (for lack of a better word) classes, and student teaching [End Page 109] seminar experiences as they prepare to enter the profession. Utilizing a book across an undergraduate’s experience could generate interesting conversation amongst faculty members as discussions about why, how, what, and when parts of the book would be relevant would need to evolve. Some chapters could be revisited while others visited for the first time at differing places and spaces across the four years. I cannot think of another book that could be utilized in this way and thus serve the undergraduate student throughout her four-year experience and this prospect I find exciting.The book is organized around fourteen chapters, all of which are followed by an afterward. The flow of the chapters invites the reader to examine aspects of becoming and being a music educator at various levels of growth and understanding.The first chapter is titled “Teacher” and requires the reader to think at broader and deeper levels when discussing the notions of role and identity, self-awareness, motivation to enter the profession, and reflective practice. While reading the text, I imagined conversations that would include a comparative analysis of students’ experiences, which could in turn provide larger contexts for the topics. Such a discussion is necessary when examining aspects of being and becoming a teacher in various contexts. The notion of situatedness is highlighted when individual cases are heard and examined and compared across other cases, carefully noting what might or might not be comparable and taking that bit of analysis into consideration. Having such discussions across the four years of undergraduate life allows students to re-visit what was and is, and to speculate about what is to come. Such reflection can be just as fruitful at the graduate level. Students enter graduate school with a variety of teaching experiences and time is needed to reflect on the transition from being a teacher to being a student again. Realization of the continuum on which they travel between learner and teacher becomes apparent in that the place on the continuum shifts regardless of their present position; that is, as a student or teacher. For doctoral students, this reflection is rich as they begin to engage with undergraduate students and forge a new path as budding teachers of teachers and researchers and continue to be musicians.Chapter Two took me to the writings of Dewey1 particularly as I read about a student-centered focus and the experience-based approach. So much of our profession has been driven by content and theories that the student has been removed from the center of the focus and thought of as peripheral. I welcome the idea of placing the students at the center of our thinking and conversations. These ideas have been articulated in... (shrink)

Amongst the multiple key philosophers who have addressed critical issues pertaining to music education since the mid-1900s, Bennett Reimer was one voice that began a systematic examination of the nature and value of music and music education as a foundation for a philosophy of music education. With the musical experience at the center of his philosophy, Reimer sought to explain how music articulates feeling, a core of who we are as human beings. Over the sixty years of writing, Reimer’s thinking (...) continued to be influenced by other disciplines including the literature on creative thinking and cognitive neuroscience. The impact of his writing on the field is multifarious, including philosophy, advocacy, curriculum, and the role of music in school-based programs. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Art of Teaching MusicBetty Anne YounkerEstelle R. Jorgensen, The Art of Teaching Music(Bloomington, IN: Indiana University Press, 2008)I have had the pleasure of reading the book manuscript, The Art of Teaching Music, by Estelle Jorgensen. The content explores a variety of ideas that are covered in the myriad of courses experienced by undergraduate students and introduces new ones that are critical to the development of musicians and (...) prospective teachers. Some of these ideas might be alluded to or briefly discussed in methods classes, but not at the level of thoughtful detail as they are entertained and examined in the book. This level of depth would require students and teachers to discuss, dialogue, debate, and reflect over time within and across semesters and courses. I dare to suggest that some of the ideas might not be brought to students’ attention at all throughout the undergraduate experience, which is of a concern and suggests an even greater need for such a book.My overall impression of the book is that the content and the depth of writing would serve the undergraduate students throughout their undergraduate experience and the graduate population for similar and yet different reasons. In terms of the undergraduates, there are parts of the book that would be relevant during their first year in a foundations class, second year in technique classes, third year in methods (for lack of a better word) classes, and student teaching [End Page 109] seminar experiences as they prepare to enter the profession. Utilizing a book across an undergraduate’s experience could generate interesting conversation amongst faculty members as discussions about why, how, what, and when parts of the book would be relevant would need to evolve. Some chapters could be revisited while others visited for the first time at differing places and spaces across the four years. I cannot think of another book that could be utilized in this way and thus serve the undergraduate student throughout her four-year experience and this prospect I find exciting.The book is organized around fourteen chapters, all of which are followed by an afterward. The flow of the chapters invites the reader to examine aspects of becoming and being a music educator at various levels of growth and understanding.The first chapter is titled “Teacher” and requires the reader to think at broader and deeper levels when discussing the notions of role and identity, self-awareness, motivation to enter the profession, and reflective practice. While reading the text, I imagined conversations that would include a comparative analysis of students’ experiences, which could in turn provide larger contexts for the topics. Such a discussion is necessary when examining aspects of being and becoming a teacher in various contexts. The notion of situatedness is highlighted when individual cases are heard and examined and compared across other cases, carefully noting what might or might not be comparable and taking that bit of analysis into consideration. Having such discussions across the four years of undergraduate life allows students to re-visit what was and is, and to speculate about what is to come. Such reflection can be just as fruitful at the graduate level. Students enter graduate school with a variety of teaching experiences and time is needed to reflect on the transition from being a teacher to being a student again. Realization of the continuum on which they travel between learner and teacher becomes apparent in that the place on the continuum shifts regardless of their present position; that is, as a student or teacher. For doctoral students, this reflection is rich as they begin to engage with undergraduate students and forge a new path as budding teachers of teachers and researchers and continue to be musicians.Chapter Two took me to the writings of Dewey1 particularly as I read about a student-centered focus and the experience-based approach. So much of our profession has been driven by content and theories that the student has been removed from the center of the focus and thought of as peripheral. I welcome the idea of placing the students at the center of our thinking and conversations. These ideas have been articulated in... (shrink)

"Younker delves into and illustrates every aspect of Putman's life: how he works, what he does to relax, how he interacts with family and friends. He shows how Putman fished, divulging some of the secrets of the professional fisherman. Examining this fisherman's life - as well as the lives of his relatives and friends - Younker demonstrates Putman's skill as colorful storyteller with a rich vocabulary. Putman proved forthright when expressing his views about life, river lore, and the (...) changing ecology."--Jacket. (shrink)

John Calvin claims that the foundation of Scripture is the oracles and visions revealed to the patriarchs, transmitted through countless generations by an oral tradition that faithfully preserved these oracles. The oral tradition of the patriarchs also contains practices not found in written Scripture that are applicable to the church of Calvin day.

It is widely believed that such old-fashioned questions have been rendered absurd by the materialism of modern empirical science, but some seemingly 'magical' properties of quantum mechanics have brought them back into serious discussion in some circles. I will examine the possibility of making miracles using well-established principles of quantum mechanics--in particular, the possibility that quantum theory allows for the most desirable ' miracle ' of all: immortality.