This article discusses the implementation of the reader-response theory and approach in the context of a literature course taught to students enrolled at the Department of English Language and Literature, who are preparing to be future teachers of English language. This article aims to examine the benefits and values of the reader-response theory applied in the described context, as well as potential drawbacks. The basic postulates of the reader-response theory and (...) class='Hi'>reader-response approach in class emphasize the crucial role of the reader on the literary and aesthetic experience when reading a literary text. The reader’s way of understanding and perceptions of a literary text, as well as the experience of the reader, influence the interaction between the reader and a text. This interaction contributes to the development of interpretation of the text and reconstruction of the ideas expressed in the text. The article examines the possible ways of implementing the reader-response theory in a literature class, including written assignments, personal responses to a literary text and in-class discussions. The research focuses on qualitative data collection and on analyzing students’ responses to these activities. Furthermore, the research aims to provide a clearer picture of students’ attitudes, observations and personal reactions when interacting with a literary text. One of the aims of the article is to provide recommendations and suggestions regarding reader-response theory application in teaching literature courses at tertiary level, in addition to designing course curricula and selecting appropriate in-class activities. (shrink)

Keith Reader's brief, unfinished article ‘Freeze Peach’ situates contemporary controversies surrounding free speech in relation to material and economic concerns. Ian James's response draws attention to the way Keith does this by bringing together four key figures of late twentieth-century philosophy and theory: Louis Althusser, Jean-François Lyotard, Terry Eagleton and Stanley Fish. Ian argues that the conjugation of Marx-inspired theory with thinkers associated with the postmodern would have allowed Keith to develop a uniquely perceptive and productive (...) insight into the present moment of political disorientation, one which demands a renegotiation of the legacies of both modernity and postmodernity. (shrink)

The writer starts with vision and ends with words. The reader, however, starts with the writer’s words and ends with vision.Reading comprehension is like an eye. It requires focus and concentration on how a mode is interpreted. Eyes are shaped by cultures; a Western norm considers it polite to hold one’s gaze and maintain eye contact when dialoguing, while other cultures find it aggressive or confrontational. Similarly, reading is culturally shaped through the lens of the reader, as interpretation (...) is correlated to context. Reading is also temporal and perpetually shifting, just like the processes of a human eye. You can never look at the same thing twice. Reading allows the reader to frame an object’s color, shape... (shrink)

Katz (English, North Carolina State U.) examines the correlation between Reader Response Criticism and the philosophy of science engendered by the Copenhagen School of New Physics, and assesses the scientific empiricism that controls the parameters of reading and writing theory to look at the possibility of teaching reading and writing as "rhetorical music." He reinterprets Cicero's rhetorical theory in light of recent revisionist scholarship, and sketches a temporal model of affective response in reading and writing. (...) Annotation copyright by Book News, Inc., Portland, OR. (shrink)

This book takes the contentious issue of designer babies and argues against the liberal eugenic current of bioethics that commends the logic and choice regimes of selective reproduction. Against conceptions of Procreative Beneficence that trade on a disregard for the gifts of maternal bodies, it seeks to recover a thought of maternal giving and a more hospitable ethic of generational beneficence. Exploring themes of responsibility, gift and natality, the book refigures the experience of reproduction as the site of an ethical (...) response to future generations, where refusal to choose one's children is one virtuous response. The book will appeal to anyone with an interest in reproductive ethics, feminist thought and those seeking principled grounds for resisting the technologies of choosing children. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Exploring "The Vital Depths of Experience":A Reader's Response to HenningJim Garrisonbethany henning's dewey and the aesthetic unconscious is a much-needed and marvelous book. It explores the pragmatic unconscious as it reveals itself in the qualitative unity of artistic expression integrated with aesthetic appreciation and response. By illuminating the role of often unconscious impulses, feelings, desires, memories, imaginaries, habits, meanings, and more, that goes into creating or (...) appreciating a work of art, she exposes the role of the unconscious in our daily lives. In this regard, she may wish to look at Hans Joas's theory of creative action. Relying largely on Dewey, Joas argues that we should regard "creativity as an analytical dimension of all human action" (Joas 116). We transform the world in even our most mundane actions and in doing so, we may draw on the depths of our unconscious.Henning writes with sincerity, clarity, and force. Recognizing that ultimately she is striving to articulate something that is often ineffable, she is not afraid of vagueness, the indeterminate, or the incomplete, and is content to live with mysteries. Henning shows unusual vulnerability in exposing some of her own aesthetic unconscious and the ways culture has inscribed itself upon her, when she responds to art works. She does so without assuming she has plumbed the vital depths of herself much less the artists and art works she explores.I found Henning's responses to be an invitation to explore my own aesthetic unconscious, and I believe others will as well. Her book is subtitled The Vital Depths of Experience. I will strive to demonstrate that depth by summoning the courage to share some of my own aesthetic responses to her textual creation. My goal is to express some of the power in a text that dares to explore the pragmatic unconscious.In writing book reviews, I often rely on Louise Rosenblatt's reader response theory. On this occasion, Rosenblatt is especially apropos since her [End Page 90] work exemplifies the kind of transactionalism that integrates the artistic artifact with those who do the work of art in experiencing it. This emphasis becomes especially obvious in Henning's chapter 5, where she defends Dewey's qualitative "unity thesis" against such critics as Richard Shusterman, John Lysaker, and Noël Carroll. My response concentrates on this remarkable chapter.Carroll argues that works like John Cage's 4'33" and the paintings of Mark Rothko lack qualitative unity that unfolds temporally because they fail to provide closure. Henning replies that "Carroll has forgotten that the art product does not need to have any particular duration for the art work to unfold temporally" (128). As Dewey states it, "[t]he work of art is complete only as it works in the experience of others than the one who created it" (LW 10:111). Those experiencing an artistic product collaborate with the initial creator to complete the meaning. Henning goes on to say that "the encounter between perceiver and product culminate in a transaction: a dynamic exchange between the organism and environment" (128). The idea is correct, but for Dewey and Bentley, however, "exchange between" suggests interaction not transaction; a mutual or reciprocal transaction or an integration would be better descriptions.Although specifically concerned with literary works of art and the experience of reading, Rosenblatt helps illuminate any aesthetic event. In her "The Poem as Event," Rosenblatt remarks:A poem, then, must be thought of as an event in time. It is not an object or an ideal entity. It is an occurrence, a coming-together, a compenetration, of a reader and a text. The reader brings to the text his past experience; the encounter gives rise to a new experience, a poem.(126)Compenetration is a nice synonym for transaction. Rosenblatt's book on transactional reading is titled The Reader, the Text, the Poem. There, she defines "poem" as "the whole category of aesthetic transactions between readers and texts without implying the greater or less 'poeticity' of any specific genre" (12). It is an event of conjoint meaning-making where meaning is felt and acted upon as well as cognized. Dewey himself states: "A new poem is... (shrink)

This reader has been assembled in response to increasing dissatisfaction among a growing number of international relations scholars with the currently dominant theory of realism as well as in recognition of the large number of newly independent states which are having to write new constitutions and develop foreign relations. The book includes excerpts and essays from political theory and international relations which provide a starting point for further study of these subjects. It draws together writings representing (...) two distinct traditions and demonstrates their interconnections. In political theory, excerpts are drawn from classical texts which have an important bearing on problems of international relations. In international relations, the collection includes essays which have had a seminal influence on the development of this discipline. (shrink)

My purpose in this short response to Clinton's interesting article On Bender's orientation to models: Towards a philosophical debate on covering laws, theory, emergence and mechanisms in nursing science, which is published in this issue, is not to provide any counterargument to Clinton's interpretation of my own argument; readers are welcome to interrogate both articles at their leisure and make their own conclusions. What I will do instead is provide a brief critical assessment of my own (il)logic re (...) bringing in the notion of mechanism as conceived by Machamer, Darden and Craver into an argument for models versus theories as a carrier of nursing knowledge. (shrink)

A crucial aspect of Hegel's practical philosophy is his theory of responsibility. This theory is both original and radical in its emphasis on the role and importance of social and historical conditions as a context for our actions. But even those who agree that there is something valuable in Hegel's emphasis on sociality are not in agreement about what that something is or about how Hegel argues for it. Mark Alznauer offers the first book-length account of the structure (...) of the theory and its place within Hegel's thought as a whole. The reader is carefully walked through the psychological, social and historical aspects of responsibility in Hegel's texts. The book demonstrates that attention to the concept of responsibility reveals the true nature of Hegel's controversial claims about the inherent sociality of human action. (shrink)

Do the rich descriptions and narrative shapings of literature provide a valuable resource for readers, writers, philosophers, and everyday people to imagine and confront the ultimate questions of life? Do the human activities of storytelling and complex moral decision-making have a deep connection? What are the moral responsibilities of the artist, critic, and reader? What can religious perspectives—from Catholic to Protestant to Mormon—contribute to literary criticism? Thirty well known contributors reflect on these questions, including iterary theorists Marshall Gregory, James (...) Phelan, and Wayne Booth; philosophers Martha Nussbaum, Richard Hart, and Nina Rosenstand; and authors John Updike, Charles Johnson, Flannery O'Connor, and Bernard Malamud. Divided into four sections, with introductory matter and questions for discussion, this accessible anthology represents the most crucial work today exploring the interdisciplinary connections between literature, religion and philosophy. (shrink)

Do the rich descriptions and narrative shapings of literature provide a valuable resource for readers, writers, philosophers, and everyday people to imagine and confront the ultimate questions of life? Do the human activities of storytelling and complex moral decision-making have a deep connection? What are the moral responsibilities of the artist, critic, and reader? What can religious perspectives—from Catholic to Protestant to Mormon—contribute to literary criticism? Thirty well known contributors reflect on these questions, including iterary theorists Marshall Gregory, James (...) Phelan, and Wayne Booth; philosophers Martha Nussbaum, Richard Hart, and Nina Rosenstand; and authors John Updike, Charles Johnson, Flannery O'Connor, and Bernard Malamud. Divided into four sections, with introductory matter and questions for discussion, this accessible anthology represents the most crucial work today exploring the interdisciplinary connections between literature, religion and philosophy. (shrink)

he World Wide Web is not just an electronic display of text and information. To navigate the WWW, readers need to make decisions about how to pursue and translate their decisions into physical actions. The Web is an interface. -/- Because the WWW shares common ground with both papertext writing and with software interfaces, theories and research from interface design, human-computer interaction, and cognitive science can be used to improve web page interfaces and make the design and presentation of information (...) more effective and usable for the reader. -/- One important similarity between writing and interface design is that both emphasize the need for a thorough audience analysis to determine the tasks, goals, and needs of the reader or user. Writers can apply their knowledge of techniques used to focus their writing on the needs of the user, such as reader analysis and reader-response criticisms, to the interface of the WWW document. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:HINDUISM AND MIMETIC THEORY: A RESPONSE Julia W. Shinnick Austin, Texas i: Introduction "would like to thankProfessor Clooney for his thorough presentation.ofthe enormously complex and layeredtreatment ofviolence within Hindu religious traditions. In his paper I found many aspects of Hinduism that directly engage the mimetic theory, and I hope that I can articulate some of these in such a way as to initiate discussion during the (...) next hour or so this afternoon. As one of the so-called "Girardians," my first impression in response to Professor Clooney's paper is that the complexity of Hindu attitudes toward violence and sacrifice seem to indicate an awareness of the ritualization and control of violence, as developed over a very long period of time. I. Language of Avoidance/Denial: The Horse I would like to start with a small detail, but one which seems to me key to many larger issues in light of the mimetic theory: the ritual directions and prayers [1.1] in which the words "to kill" and "to die" are carefully avoided through the substitutions of such words as "he takes hold of and "he makes consent." I might add here also, that the avoidance ofusing "real" words for what is "really" being doneDkilling the animalDreminds me to some extent of the use of language by contemporary torturers as analyzed in the book The Body in Pain: The Making and Unmaking ofthe World by Elaine Scarry. Scarry argues that the language used by torturers avoids any acknowledg- Julia W. Shinnick141 ment of the real actions they are committing, as well as any acknowledgment of the very real pain they are causing their victims; furthermore, it is a dehumanizing language, referring to the victims as, for example, submarines, in one particular type of torture. This discrepancy between language and actual action is intriguing in both cases. Granted, the sacrificers in the Rg Veda do not deny that they are sacrificing the horse, and the "apology" (the words to the horseD"Do not let the axe linger in yourbody...") is not part ofan act oftorture, but the words have in common with Scarry's report a certain denial or avoidance of the reality of both the actions ofkilling and/orharming and the result ofthese actions, pain and/or death. Furthermore, the avoidance of the words "to kill" and "to die" would fit in with the mimetic theory's idea ofprohibiting the ritual from bringing actual facts of the founding murder to consciousness. II.Sacrificial Instructions The words addressed to the horse in the Rg Veda [I.l]and the instructions for the treatment of animals to be sacrificedO'The axe penetrates the thirty-four ribs of the swift horse...so that the limbs may be unperforated, and recapitulating, joint by joint "Dseem to me to intersect with the mimetic theory in terms of ritual sacrifice as a reenactment of the founding conflict. As I understand it, in the mimetic theory, one reason for careful, detailed ritual instructions and the sense ofgreatdangerin sacrifice (the sense that if the ritual is not carried out exactly and correctly, something horrible might happen) has to do with a non-conscious fear of unleashing the mimetic crisis all over again. I see aspects of this in the minutely detailed instructions to the priest such as the importance of leading the horse but not holding on to it, and the desire to pacify the animal to be sacrificed. These kinds of details are of course also present in other sacrifice rituals. For example, in Perpetua's Passion: The Death and Memory of a Young Roman Woman, Joyce Salisbury speaks of the simultaneous sacrifice of hundreds of children in ancient Carthage during the Punic Wars. The children had to be (appear) "willing" to be sacrificed. Ifthey cried out, the sacrifice was considered invalid. The parents also had to be (appear) "willing;" ifthe mother shed a tear, the sacrifice was invalid. Thus, immediately before the fatal knife thrust, the sacrificing parents would caress their children and tickle them to make them laugh. III.Violence and Kings According to James Williams in his introduction to chapter 6 of The 142Hinduism and Mimetic Theory: A Response Girard Reader, one of... (shrink)

The goal of this study was to assess the relationships between computational approaches to analyzing constructed responses made during reading and individual differences in the foundational skills of reading in college readers. We also explored if these relationships were consistent across texts and samples collected at different institutions and texts. The study made use of archival data that involved college participants who produced typed constructed responses under thinking aloud instructions reading history and science texts. They also took assessments of vocabulary (...) knowledge and proficiency in comprehension. The protocols were analyzed to assess two different ways to determine their cohesion. One approach involved assessing how readers established connections with themselves. The other approach involved assessing connections between the constructed responses and the texts that were read. Additionally, the comparisons were made by assessing both lexical and semantic comparisons. The result showed that both approaches for analyzing cohesion and making the comparisons were correlated with vocabulary knowledge and comprehension proficiency. The implications of the results for theory and practice are discussed. (shrink)

What is a fair distribution of resources and other goods when individuals are partly responsible for their achievements? This book develops a theory of fairness incorporating a concern for personal responsibility, opportunities and freedom. With a critical perspective, it makes accessible the recent developments in economics and philosophy that define social justice in terms of equal opportunities. It also proposes new perspectives and original ideas. The book separates mathematical sections from the rest of the text, so that the main (...) concepts and ideas are easily accessible to non-technical readers. -/- It is often thought that responsibility is a complex notion, but this monograph proposes a simple analytical framework that makes it possible to disentangle the different concepts of fairness that deal with neutralizing inequalities for which the individuals are not held responsible, rewarding their effort, respecting their choices, or staying neutral with respect to their responsibility sphere. It dwells on paradoxes and impossibilities only as a way to highlight important ethical options and always proposes solutions and reasonable compromises among the conflicting values surrounding equality and responsibility. -/- The theory is able to incorporate disincentive problems and is illustrated in the examination of applied policy issues such as: income redistribution when individuals may be held responsible for their choices of labor supply or education; social and private insurance when individuals may be held responsible for their risky lifestyle; second chance policies; the measurement of inequality of opportunities and social mobility. (shrink)

Upshot: I offer responses to the commentaries on my target article in five short sections. The first section, about the plurality of lived worlds, concerns issues of quite general interest to readers of this journal. The second section presents some reasons for rejecting “enabling” as well as “constitutive” representational approaches to understanding the mind. In the remaining three sections, I clarify aspects of sensorimotor direct realism relating to the self, qualia, counterfactuals, and the notion of “mastery.”.

Most readers believe that it is difficult, verging on the impossible, to extract concrete prescriptions from the ethics of Emmanuel Levinas. Although this view is largely correct, Levinas’ philosophy can, with some assistance, generate specific duties on the part of legal actors. In this paper, I argue that the fundamental premises of Levinas’ theory of justice can be used to construct a prohibition against capital punishment. After analyzing Levinas’ concepts of justice, responsibility, and interruption, I turn toward his scattered (...) remarks on legal institutions, arguing that they enable a sense of interruption specific to the legal domain. It is here that we find the conceptual resources most important to my Levinasian abolition. I argue that the interruption of legal justice by responsibility implies what I call the principle of revisability. The principle of revisability states a necessary condition of just legal institutions: To be just, legal institutions must ensure the possibility of revising any and all of their rules, principles, and judgments. From this, the argument against capital punishment easily follows. Execution is a legal act, perhaps the only legal act, that cannot be undone. An application of the principle of revisability to this fact leads to the conclusion that legal institutions cannot justly impose capital punishment. After defending these points at length, I conclude with some observations on the consequences of the principle of revisability for law more generally. (shrink)

It will not come as a surprise to the reader that in my book Responsible Belief: A Theory in Ethics and Epistemology (Peels 2017), I defend an account of responsible belief. That the International...

This article explores the intertextual connection between Eteocles’ dream in Statius’ThebaidBook 2 and the brief reference to his ambiguous dream at Aesch.Sept.710−11. In Aeschylus’ play, Eteocles understands the true meaning of the dream belatedly, as he is about to enter into a duel with his brother Polynices. The article argues that the ambiguous character of the Aeschylean dream forms the basis of the dream in Statius, and that the poet develops the scene further through elements of epic dream sequences that (...) align his narrative with the epic tradition. However, Statius emphasizes even more the ambiguity of Eteocles’ dream to highlight the tragic nature of his character. Following ancient dream theorists, the discussion shows next that the obscurity of the dream in theThebaidcan be understood as the product of the fusion of different dream classes, which are evoked in the description of the dream in Statius. The proposed interpretation suggests that, on the basis of their personal experience of dreams and their familiarity with popular dream theories, Statius’ readers would have been able to perceive the irony between Laius’ message and Jupiter's true intentions, all of which enhance Eteocles’ tragic character. (shrink)

Corporate social responsibility, sustainability and acting ethically are all accepted business aims, but their meaning and implementation in a global context is far less clear-cut. Global Business Ethics cuts through the confusion to provide a coherent basis for ethical decision-making within the complications of the international business landscape. Underpinned by theory and including worked-through examples of ethical dilemmas and their solutions, this textbook will guide the reader beyond theory to real-world business decisions. Practical tools such as decision (...) trees and suggested principles to apply in dilemma situations give readers the skills and confidence to tackle the ethical challenges they face. A unique working code of ethics is provided as a model with guidance to readers for adaptation and implementation. Case studies include: Walmart, Hershey's, Citibank, Ford, Nike, Johnson & Johnson, Harley- Davidson, The Body Shop and Procter and Gamble. A chapter on the legal aspects of ethics provides clear guidance on the complex relationship between law and ethics in international business. The final part takes an in-depth look at the practical application of ethics in business life. Covering all the major theories of ethics, including an examination of the role of quantification of ethics, Global Business Ethics demonstrates how their principles can be applied to inform better business decisions. (shrink)

Understanding Literary Theory is the essential guide for every reader looking to understand what literary theory is and why it matters. This concise and accessible text introduces today's foremost schools of literary theory, offering historical background and outlining the important ideas of each. The theories are then applied to a variety of classic short stories, demonstrating how the different theoretical approaches can yield diverse interpretations of the same literary works. This volume separates itself from similar texts (...) by providing clear and accurate explanations of theory's most challenging concepts. It examines all of the major schools of criticism, including ecocriticism, ethnic studies, feminism, formalism, Marxism, narratology, new historicism, postcolonialism, postmodernism, post-structuralism, psychoanalysis, queer theory, reader response, and structuralism. Each chapter begins with a straightforward summary that outlines the focus of the theoretical approach, its notable practitioners, its advantages and disadvantages, and a concise definition. The chapters then delve into each theory by explaining the key concepts and the ideas that led to them. This book is indispensable for anyone intimidated by words like deconstruction, differance, heteroglossia or hyperreality. Understanding Literary Theory shows readers the interpretative possibilities that literary theory can provide. It is the ideal introduction for those who want to get the most out of the literature they read. (shrink)

While theories about interpreting biblical and other parables have long realised the importance of readers’ responses to the topic, recent results in social psychology concerning systematic self-deception raise unforeseen problems. In this paper I first set out some of the problems these results pose for the authority of fictional thought-experiments in moral philosophy. I then consider the suggestion that biblical parables face the same problems and as a result cannot work as devices for moral or religious instruction in the way (...) that they are usually understood to work. I examine a number of influential theories about interpretation of the parables which might appear to deflect the problems, and argue that none of them are ultimately successful in doing so. (shrink)

Injustices of the past cast a shadow on the present. They are the root cause of much harm, the source of enmity, and increasingly in recent times, the focus of demands for reparation. In this groundbreaking philosophical investigation, Janna Thompson examines the problems raised by reparative demands and puts forward a theory of reparation for historical injustices. The book argues that the problems posed by historical injustices are best resolved by a reconciliatory view of reparative justice and an approach (...) that explains how people acquire intergenerational responsibilities and entitlements. It ranges in its subject matter from the claims of indigenous people to land stolen from their ancestors to the growing movement for reparations for slavery. The book provides an original and convincing answer to the questions of how citizens can have reparative responsibilities for wrongs committed before they were born, and why descendants of victims may be entitled to compensation for historical injustices such as slavery. It also explains how members of nations can make recompense for injustices of the past without ignoring the inequities of the present.Taking Responsibility for the Past is a significant contribution to philosophical and legal debates about reparative justice, and at the same time an accessible and thought-provoking book for general readers. (shrink)

In this review essay, Jeanne Connell examines the influence of pragmatic philosophy on the scholarly works of twentieth‐century literary theorist and English educator Louise Rosenblatt through the lens of a recent collection of her essays originally published between 1936 and 1999. Rosenblatt grounded her transactional theory of literature in pragmatic philosophy, particularly the epistemological constructs of John Dewey. While influential as a pioneer in the early development of reader‐response theory, Rosenblatt’s theory has only recently been (...) given attention by philosophers of education. Making Meaning with Texts: Selected Essays is an important collection of articles and book chapters that highlights the evolution of her thinking in literary theory, pedagogy, and literary criticism. Rosenblatt positioned the construction of meaning in the personal lived‐through quality of the literary experience, making central the generative relation between the text and the reader. Connell argues that the educational relevance of Rosenblatt’s theory for contemporary education is that it provides a powerful critique of classroom approaches that promote shallow readings with little opportunity for critical reflection. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Deification through the Cross:Reflections from an Implied Ideal WorshiperAndrew J. SummersonKhaled Anatolios's most recent book, Deification through the Cross,1 develops a definition of salvation out of his experience of the Byzantine liturgy. This experience of worship offers an immersion in what he calls "doxological contrition." By this, Anatolios means that Christ saves us by offering us the ability to participate in the mutual glorification of the persons of the (...) Holy Trinity by vicariously repenting for our sins. For Anatolios, this objective content is subjectively appropriated in Byzantine Christian worship. To explore this theme, Anatolios develops a working account of "doxological contrition" through a synthetic discussion of the Lenten Triodion and Pentecostarion, books of liturgical hymnography that govern the Byzantine worship from Lent to Pentecost. Anatolios derives his approach from the adaption of reader response theory, which aims to expose the effect a text should have on the "implied ideal reader." As such, his account speaks from the perspective of the "implied ideal worshiper"—presumably a theologically educated congregant who can seize these themes that evaporate into the ether as quickly as incense swung throughout the church during the services.Let me say from the outset, I heartily recommend Anatolios's book. It is both an ambitious work and a rewarding read. Ambitious because Anatolios's approach makes otherwise fragmented theological disciplines—liturgical [End Page 1089] studies, Scripture, historical theology, and systematics—fruitful dialogue partners in his exposition of a working account of the Christian experience of salvation. Rewarding because the reader can explore in depth the touchstones of the Christian tradition through Anatolios's deep retrieval of a more coherent soteriology. Deification of the Cross demonstrates the perennial value of historical theology to correctly account for the "half-forgotten, half misunderstood" details of the Christian tradition in the face of caricatures that at best misrepresent and at worst present an idolatrous, counterfeit Christianity.Eastern Christian Liturgy and RevelationPerhaps I am not Anatolios's ideal audience; I may be too close to the source material and lack objectivity. That aside, the bulk of my reflections on this book comes from the perspective of an "implied ideal worshiper." I do share some of Anatolios starting points. Like Anatolios, I am a convert, scholar, and Eastern Catholic priest. Furthermore, I also share the discontent with which Anatolios begins his book, though perhaps for different reasons. He bemoans a loss of the experience of salvation. My own vocation as priest and scholar comes out of a frustrated wonder. As a college student, I set out to learn about this Church and its Tradition. I learned about the Sunday experience I was supposed be having. It was in university when I read for the first time John Paul II's 1995 apostolic letter Orientale Lumen, written to acquaint the wider Catholic Church with the riches of the Christian East. John Paul II dedicated much reflection to the "genius of Eastern liturgy," emphasizing its power to envelop all our human senses into the fullness of the mystery of God. It is worth quoting in full:Within this framework, liturgical prayer in the East shows a great aptitude for involving the human person in his or her totality: the mystery is sung in the loftiness of its content, but also in the warmth of the sentiments it awakens in the heart of redeemed humanity. In the sacred act, even bodiliness is summoned to praise, and beauty, which in the East is one of the best loved names expressing the divine harmony and the model of humanity transfigured, appears everywhere: in the shape of the church, in the sounds, in the colors, in the lights, in the scents. The lengthy duration of the celebrations, the repeated invocations, everything expresses gradual identification with the mystery celebrated with one's whole person. Thus the prayer of the Church already becomes participation in the heavenly liturgy, an anticipation of the final beatitude.(§11) [End Page 1090]The experience of this liturgy has been quite potent throughout history. It led to the baptism of the entire kingdom of Rus' in 988 AD. As the story goes, its ruler, Vladimir the Great, sent emissaries to find a... (shrink)

In response to several requests from commentators, an unambiguous definition of time-varying joint stiffness is provided. However, since a variety of different operations can be used to measure stiffness, a problem for quantification admittedly still exists. Several commentaries pointed out the advantage of controlling joint stiffness in optimizing the speed-accuracy trade-off known as Fittss law. The deficit in rapid reciprocal movements and the impact on joint stiffness inhibition caused by cerebellar lesions is clarified here, as the target article was (...) apparently misinterpreted by some readers. In response to the challenge that there is little consensus among cerebellar physiologists, several areas of tacit agreement with other theories of cerebellar function are enumerated. An alternative interpretation of studies showing a transient activation of the cerebellum in motor learning is suggested. Finally, the relationship between the command signals generated by supraspinal centers such as the cerebellum and spinal interneuron networks controlling muscle synergies is discussed. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Walter Glannon WHAT LITERARY THEORY MISSES IN WITTGENSTEIN Wittgenstein's stock is rising in literary criticism. The market value of expressions such as "language games" and "form oflife" is increasing in that they seem to lend themselves to the notion of interpretive communities endorsed by diose of reader-response persuasion.1 Wittgenstein's style is also apparently at a premium, in light of a recent attempt by a proponent of (...) deconstruction to relate the philosopher's writing to that movement's use of rhetorical strategies in dealing with texts.2 There are affinities between Wittgenstein's repudiation (in the Investigations and the Remarks on the Foundations of Mathematics) of the metaphysical realism in the Tractatus and die arguments from reader-response critics against the notion of unmediated facts, as well as the rejection of the metaphysics of presence by deconstructionists. All diree oppose the idea that truth and falsity are conferred on our statements about the world by properties independent of diese statements. Insofar as these two critical schools are concerned primarily with language, they share Wittgenstein's aspiration to "bring words back from their metaphysical to their everyday use" (PI, I, § 116), for we can arrest the tendency to postulate objective, unmediated facts by "looking into the workings of our language" (PI, I, § 109). Moreover, Wittgenstein avoids psychology which involves the mental faculties. Presumably, this puts him at one with die concerted effort of many critics to rid texts of die author and with it the problem of intentionality. At first blush, then, the relation between Wittgenstein and literary criticism appears to be an attractive one. Yet Wittgenstein's antirealism does not militate against his passion for truth, that is, his intense desire to achieve complete understanding in the areas ofphilosophy that vexed him most.3 Nor does it debar him from thinking about the inexpressible realm 263 264Philosophy and Literature of the mystical, since, despite his concern for language, Wittgenstein never ceased being attracted to "things that cannot be put into words" (TLP, 6.522). This is not at all congenial to die purpose ofliterary theory, which admits ofno such shadowy domain beyond words and our linguistic practices. Indeed, I shall illustrate that Wittgenstein's resdess search for truth, spiritual concerns, and the dialectical structure of his works for the most part put him radically at odds with a critical enterprise whose aversion to truth and penchant for rhetorical analysis and conventions blinds it to both his view of literature and his aim in doing philosophy. I Since die advent of the New Criticism, literary theory has in great measure addressed itself to die discourse ramer than the story in texts. With the focus on literature as a rhetorical construct, more traditional humanistic interpretations have been excised. A more recent development of this shift to the discursive side of diings has been the effort to blur the distinction between literature and philosophy.4 With neidier discipline having a privileged status, both have been reduced to a textual discourse with no lines ofdemarcation, a reduction diat is at variance with Wittgenstein on two counts. First, he compartmentalized literature and philosophy as having distinct purposes: the literary works that interested him were stories ofmoral import; philosophy was to be practiced for the sake of clarity in thought. To the extent diat such clarity, if attainable, pointed toward an ethical dimension that lay beyond the bounds of language, literature and philosophy for him did have a common goal; but the paths leading to it were distinct. Second, and more importantly, Wittgenstein had no concern for the discourse of the literature diat he read. Rather, it was the moral import of the stories that attracted him. Most noteworthy on this score were the writings of Tolstoy, who had a profound influence on Wittgenstein's view oflife, and Dostoevsky.5 Wittgenstein often recommended Tolstoy's Twenty-three Tales to his friends, and while a schoolmaster in Lower Austria from 1920 to 1926, he constantly read The Brothers Karamazov, doing so aloud on one occasion in die presence of the village priest. He was especially impressed with Dostoevsky's character the Elder Zossima, "who could see into people's hearts and direct diem" (Rhees... (shrink)

What is it for a car, a piece of art or a person to be good, bad or better than another? In this first book-length introduction to value theory, Francesco Orsi explores the nature of evaluative concepts used in everyday thinking and speech and in contemporary philosophical discourse. The various dimensions, structures and connections that value concepts express are interrogated with clarity and incision. -/- Orsi provides a systematic survey of both classic texts including Plato, Aristotle, Kant, Moore and (...) Ross and an array of contemporary theorists. The reader is guided through the moral maze of value theory with everyday examples and thought experiments. Rare stamps, Napoleon's hat, evil demons, and Kant's good will are all considered in order to probe our intuitions, question our own and philosophers' assumptions about value, and, ultimately, understand better what we want to say when we talk about value. -/- 1. Value and Normativity 1.1 Introduction 1.2 Which Evaluations? 1.3 The Idea of Value Theory 1.4 Value and Normativity 1.5 Overview 1.6 Meta-ethical Neutrality 1.7 Value Theory: The Questions -/- 2. Meet the Values: Intrinsic, Final & Co. 2.1 Introduction 2.2 Final and Unconditional Value: Some Philosophical Examples 2.3 Intrinsic Value and Final Value 2.4 The Reduction to Facts 2.5 Intrinsic and Conditional Value 2.6 Elimination of Extrinsic Value? 2.7 Summary -/- 3. The Challenge against Absolute Value 3.1 Introduction 3.2 Geach and Attributive Goodness 3.3 Foot and the Virtues 3.4 Thomson and Goodness in a Way 3.5 Zimmerman's Ethical Goodness 3.6 A Better Reply: Absolute Value and Fitting Attitudes 3.7 Summary -/- 4. Personal Value 4.1 Introduction 4.2 Moore on Good and Good For 4.3 Good For and Fitting Attitudes 4.4 Moore Strikes Back? 4.5 Agent-relative Value 4.6 Impersonal/Personal and Agent-neutral/Agent-relative 4.7 Summary -/- 5. The Chemistry of Value 5.1 Introduction 5.2 Supervenience and Other Relations 5.3 Organic Unities 5.4 Alternatives to Organic Unities: Virtual Value 5.5 Alternatives to Organic Unities: Conditional Value 5.6 Holism and Particularism 5.7 Summary -/- 6. Value Relations 6.1 Introduction 6.2 The Trichotomy Thesis and Incomparability 6.3 A Fitting Attitude Argument for Incomparability 6.4 Against Incomparability: Epistemic Limitations 6.5 Against Incomparability: Parity 6.6 Parity and Choice 6.7 Parity and Incomparability 6.8 Summary -/- 7. How Do I Favour Thee? 7.1 Introduction 7.2 Three Dimensions of Favouring 7.3 Responses to Value: Maximizing 7.4 Two Concepts of Intrinsic Value? 7.5 Summary -/- 8. Value and the Wrong Kind of Reasons 8.1 Introduction 8.2 The Fitting Attitude Account and its Rivals 8.3 The Wrong Kind of Reasons Problem 8.4 The Structure of the Problem and an Initial Response 8.5 Reasons for What? 8.6 Characteristic Concerns and Shared Reasons 8.7 Circular Path: No-Priority 8.8 Summary . (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Robert Zydenbos' Review of An Introduction to Mādhva VedāntaDeepak SarmaIntroductionI am grateful to the editors of Philosophy East and West for asking me to write a response to Zydenbos' review of my book, An Introduction to Mādhva Vedānta. To this end, I will address four issues: typographical errors, unfounded claims about my translations, content and problems of method and theory, and the future of (...) scholarship in Mādhva Vedānta.Typographical DoṣasFirst, I wish to thank Zydenbos for pointing out the typographical errors. I take full responsibility for them and I intend to correct them in future editions. These are unintentional mistakes and should not be taken as an accurate indicator of my academic ability. I invite readers to examine my other publications on Mādhva Vedānta and to decide for themselves. Jayatīrtha (1365-1388 C.E.), a renowned Mādhva commentator, explained the reasons for such errors in his Pramāṇapad-dhati. He held that defective eyes, whether from cataract, jaundice, or the like,1 [End Page 670] can give rise to defective knowledge, and further, that if an object is too far away, too near, too small, obstructed, or even mixed with similar things, then this will give rise to incorrect knowledge.2 I knew that such errors were likely to occur (especially given the size of the fonts in the page proofs!), which is why I wrote the following in my acknowledgments: "Errors that remain in this text are entirely my own responsibility. If any are found I beg your forgiveness and hope that they inspire you to further study Mādhva Vedānta!" (p. xi). Perhaps all of the undue attention paid by Zydenbos to typographical errors (he devoted a significant portion of his review to them) will inspire further study!TranslationsI am delighted that Zydenbos found my translations to be "not badly done" and disappointed that he incorrectly "assumes" that they are not my own. Rest assured that they are mine. I was assisted by Professor Lawrence McCrea and scholars of the Pūrṇaprajña Saṃśodhana Mandiram (PPSM) and have dutifully acknowledged all of them in my book (p. xii). Zydenbos should know better than to speculate about matters he has no knowledge of.Content and Methodological IssuesThe typographical errors and accusations of plagiarism are far less interesting than the points that were raised about the content of my book. Disputes in the West about interpretations of Mādhva Vedānta are recent; it has been largely ignored in favor of Buddhism and the crypto-Buddhist school, namely Advaita Vedānta. There have been very few books on Mādhva Vedānta written by outsiders, and those few are no longer in print, are poorly written, use dated language, or are in a language that is not available to most lay Mādhvas. Interpretations of Mādhva doctrines made by their authors have remained unquestioned by Western readers given the relative novelty and obscurity of Mādhva Vedānta, while Mādhva insiders have ignored most of them. It is wonderful, then, that Zydenbos doubts my interpretations. After all, his disputes are among the first ones published by an outsider concerning the interpretation of Mādhva doctrines.3Zydenbos' skepticism is reason for celebration for it indicates that Western scholarship on Mādhva Vedānta has come of age. There are now enough scholars of Mādhva Vedānta (or, rather, scholars who claim knowledge of Mādhva Vedānta) in the West that such a debate can occur. I invite others to investigate the points of dispute and to join this expanding community!Zydenbos has also faulted me on the organizational principles of my introductory text. I have, as he correctly notes, intentionally ignored issues of contemporary politics, a topic that he finds essential. Although some historical and political issues are relevant, I find that philosophical discourse sans context is far more intellectually appealing. I am well aware of my biases and have acknowledged the limitations of my historical analysis: [End Page 671]... the history presented here is not intended to be comprehensive. Instead, it is intended... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Robert Zydenbos' Review of An Introduction to Mādhva VedāntaDeepak SarmaIntroductionI am grateful to the editors of Philosophy East and West for asking me to write a response to Zydenbos' review of my book, An Introduction to Mādhva Vedānta. To this end, I will address four issues: typographical errors, unfounded claims about my translations, content and problems of method and theory, and the future of (...) scholarship in Mādhva Vedānta.Typographical DoṣasFirst, I wish to thank Zydenbos for pointing out the typographical errors. I take full responsibility for them and I intend to correct them in future editions. These are unintentional mistakes and should not be taken as an accurate indicator of my academic ability. I invite readers to examine my other publications on Mādhva Vedānta and to decide for themselves. Jayatīrtha (1365-1388 C.E.), a renowned Mādhva commentator, explained the reasons for such errors in his Pramāṇapad-dhati. He held that defective eyes, whether from cataract, jaundice, or the like,1 [End Page 670] can give rise to defective knowledge, and further, that if an object is too far away, too near, too small, obstructed, or even mixed with similar things, then this will give rise to incorrect knowledge.2 I knew that such errors were likely to occur (especially given the size of the fonts in the page proofs!), which is why I wrote the following in my acknowledgments: "Errors that remain in this text are entirely my own responsibility. If any are found I beg your forgiveness and hope that they inspire you to further study Mādhva Vedānta!" (p. xi). Perhaps all of the undue attention paid by Zydenbos to typographical errors (he devoted a significant portion of his review to them) will inspire further study!TranslationsI am delighted that Zydenbos found my translations to be "not badly done" and disappointed that he incorrectly "assumes" that they are not my own. Rest assured that they are mine. I was assisted by Professor Lawrence McCrea and scholars of the Pūrṇaprajña Saṃśodhana Mandiram (PPSM) and have dutifully acknowledged all of them in my book (p. xii). Zydenbos should know better than to speculate about matters he has no knowledge of.Content and Methodological IssuesThe typographical errors and accusations of plagiarism are far less interesting than the points that were raised about the content of my book. Disputes in the West about interpretations of Mādhva Vedānta are recent; it has been largely ignored in favor of Buddhism and the crypto-Buddhist school, namely Advaita Vedānta. There have been very few books on Mādhva Vedānta written by outsiders, and those few are no longer in print, are poorly written, use dated language, or are in a language that is not available to most lay Mādhvas. Interpretations of Mādhva doctrines made by their authors have remained unquestioned by Western readers given the relative novelty and obscurity of Mādhva Vedānta, while Mādhva insiders have ignored most of them. It is wonderful, then, that Zydenbos doubts my interpretations. After all, his disputes are among the first ones published by an outsider concerning the interpretation of Mādhva doctrines.3Zydenbos' skepticism is reason for celebration for it indicates that Western scholarship on Mādhva Vedānta has come of age. There are now enough scholars of Mādhva Vedānta (or, rather, scholars who claim knowledge of Mādhva Vedānta) in the West that such a debate can occur. I invite others to investigate the points of dispute and to join this expanding community!Zydenbos has also faulted me on the organizational principles of my introductory text. I have, as he correctly notes, intentionally ignored issues of contemporary politics, a topic that he finds essential. Although some historical and political issues are relevant, I find that philosophical discourse sans context is far more intellectually appealing. I am well aware of my biases and have acknowledged the limitations of my historical analysis: [End Page 671]... the history presented here is not intended to be comprehensive. Instead, it is intended... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Culturally Responsive Teaching in Music Education: From Understanding to Application by Vicky R. Lind and Constance L. McKoyEric ShiehVicky R. Lind and Constance L. McKoy, Culturally Responsive Teaching in Music Education: From Understanding to Application (New York, NY: Routledge, 2016).In the book’s penultimate chapter, titled “Community,” we encounter a teacher who agrees to a student’s request to start a mariachi band and gets “more than he bargained for.”1 (...) We hear from a teacher who seeks a greater understanding of the context for her Black students and finds herself the only White person in many of the community events she attends. We learn about a teacher who has her marching band, predominantly comprised of Latinx students, march in annual Korean and Black community parades in the city and why she does this. What to make of these stories—inspiring, provocative, suffused with honesty? I found myself restless to share these narratives with my own teaching colleagues, to ask not simply “What do you see happening here?” but also “Where would something like this take us?”What is notable about Vicky Lind and Constance McKoy’s achievement here is that they have given us a very full book and one that provides many different points of entry—stories and theories and activities and questions—through which to engage with ideas of culturally responsive teaching. In just under 150 [End Page 210] pages with index and references, the book encompasses four chapters that review various academic traditions connected to culturally responsive teaching, concludes with three chapters that relay narratives and vignettes from K-12 music teachers, and includes throughout lists of reflection questions and teaching strategies. The primary audience is pre-service and in-service K-12 music teachers. If a key requirement for culturally responsive teaching is continuous reflection over the impacts our pedagogies have on our students and ourselves as teachers, this book’s wide-ranging engagement is indeed a welcome one.What I offer here in terms of review, then, is first a consideration of the book’s various components and where they might lead us. Second, I bring its ideas of cultural responsiveness into dialogue with ideas more commonly found in anti-racist and social justice approaches to education—traditions the book does not directly engage with but which certainly have a place in conversations around it. This is a particularly relevant time, I suggest, to engage with questions of cultural responsiveness alongside perhaps more politically-minded approaches: this book will be read, I hope, by teachers grappling with our age of renewed and visible racial struggle, increased forced migration, and cultural insecurity.The first half of the book is explicitly dedicated to “understanding” culturally responsive teaching. Its chapters present a historical overview of its conceptual development, explicate the centrality of culture and cultural competence to teaching, and discuss the connection between music and identity in young people. The authors center their conceptualization of culturally responsive teaching around Geneva Gay’s framework, outlined in her Culturally Responsive Teaching, as “using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them.”2 “Effective,” here, is understood broadly and includes academic competence, self-efficacy, social critique, and the freedom to be “ethnically expressive.”3In laying this foundation, the authors negotiate thoughtfully a number of tensions inherent in this work that are too often simplified in the classroom. They recognize, for example, the need to acknowledge culture as a category through which human experience is mediated, but also one that too easily gives way to stereotyping. When discussing issues of music and identity they remind readers that musical identities are multiple and suggest that musical identities might be viewed as both “bottom-up” and “top-down”—constructed through a variety of ongoing experiences as much as they are constituted by national or ethnic affiliation.4 They also do not shy from language such as “high expectations” and “academic competence” when discussing the need for comprehensive and supportive classrooms, despite the uneasiness with which these terms often sit in arts education and alongside purposes of engendering social critique... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:RESPONSE TO BRUCE MARSHALL GEORGE LINDBECK There is an abundance of il'iches in Bruce Marshalrs essay. He makes me understand hoth myse1f and Aquinas hetter than I biaid done hefore; and, interestingly, it is chiefly hy his exegesis of St. Thomas that he does :bhis. If I had referred more to the Thomistic ideas he elucidates when I wirus writing Natrure of Dootrine1 it would have!been a better (...) hook. What he calls the " somewhat notorious " example of the crusadeT"s Christus est Dominus is a good oase in point. It would ihave helped if I had made dear that I was thinking in medieval [ashion of a an individual rutterance, the product of a pa•riticular :second 1aJct of the intellect, the ·acl of composing and dividing, of judging ·such and such rto ibe rthe ca,se. In Aquinas' intellectual setting, judgments, not sentences in ·abstraiction from 1 acls of affirmation, were propositions capruble of being true or f.a1se. Many of my ·reruders had a more modern or "Platonic " understanding of rpropositions, and therefore missed the force of the e:xJam:ple ·as Marshall so carefully and rightly explains it. Among his contributions, the major one, however, is system- •a1tically to introduce into the disCUJssion the distinction between the " truth " and " justification " of beliefs or pI'oposi- "'" tionS.- Once the point is made, it is evident that " alethiology" and " epistemology " (to mention a cognate, though not ~den­ tical distinction) ·are, 1 at least in some contexts, partially independent variables. There is no one-to-one relation between different meanings or theories of truth and the v:arious views as to how we know such ·and such is true. It was my failure to make this point explicit which confosed Fr. Colman O'Neill, of blessed memory, ias well as a good many other readers (1as Bruce Marshall quite rightly notes, though, with excessive 408 404 GEORGEl LINDBECK kindness to me, he!blames the,readers rather than the 'author for the misunderstanding). Once iclarfiied, as it has lbeen done hy Mr. Marshall, the issue turns on ·whether,a classical " correspondence " theory of truth can be ioombined,with, to empfoy O'Neill's terminology, the use of "coherentist" and " pragmatist " epistemological criteria in justifying rbelieis. I ·am not sure ·that this is possible for those who e:xdude any reference to an idea.I observer or knower (whether real or hypothetical) when defining truth, hut for any theist r.for whom God is prima veritas, as he was for Aquinas, the answer is dearly in the affirmative. In God, and only in God, are knowledge and reality, not only in correspondence, hut directly known to correspond. Only in him do truth·and knowledge of truth, 1 aleth:iofogy and epistemology, ooindde. In 1human knowledge in via, in contrast, there is always a gap. Our ibe1ieTs may correspond to reality, hut we are justified in holding that they do so, not by directly seeing the correspondence, 1but by some other means. That those other means might in part or w:hole be coherentist or pragmatist cannot :be e:xduded a priori. It is true that in the caise of an Aristotelian 1such 1as Aquinas, coherence •and rpmctise 1are not explicitly accorded major roles in the epistemological justification of natural kno·wledge or scientia, yet even here they are not e:xduded. Nothing can quali[y ais 1an item of knowledge unless it coheres with all other scientia, and right pra.ctice (i.e., training in virtue) is indispensible :llor ethical kno,wledge. Nor need one cease fo be an Aris,totelian, 1as far ·as I can see, if one accepts the contempOO 'ary oommonpJaice that sense experience itself is heavily dependent on linguistic and non-linguistic pmctices which are in part ·acquired rthrough variaible forim:s of aicculturation and not simply through the actualization of 1genetically encoded propensities. One could still, despite this increased emphasis on prwctiice.and on coherence 1 with webs of 1belief, ibe 'able to affum in good Aristotelian,fashion tha;t the knowledge naturally accessible to ra:t]onal animals such,as we a.re is primarily justified RESPONCE TO BRUCE MARSHALL 405 iby reference to... (shrink)

Killing in War presents the Moral Equality of Combatants with serious, and in my view insurmountable problems. Absent some novel defense, this thesis is now very difficult to sustain. But this success is counterbalanced by the strikingly revisionist implications of McMahan’s account of the underlying morality of killing in war, which forces us into one of two unattractive positions, contingent pacifism, or near-total war. In this article, I have argued that his efforts to mitigate these controversial implications fail. The (...) class='Hi'>reader is left stranded: to reach plausible conclusions, Walzer deployed an implausible conception of our rights to life; McMahan’s more rigorous account of those rights generates untenable conclusions. Absent new developments, it seems that the prospects for grounding the ethics of war in individual rights are poor: any theory of our rights to life that is sufficiently indiscriminate to work in the chaos of war is not discriminating enough to be a plausible theory of our rights to life. Perhaps by rejecting the ideal of the rights-respecting war altogether we might develop an alternative theory of justified warfare, which marries theoretical soundness with conclusions that we can more confidently support. (shrink)

In this article I will offer a reconsideration of Soran Reader’s moral pacifism. I will begin by reconstructing the three main arguments presented by Reader in her article ‘Making Pacifism Plausible’ in the second part of this essay. In the third section, I discuss and evaluate Reader’s arguments and conclude that her moral pacifism is indeed plausible. In the fourth section, I introduce the notion of political pacifism. Moral pacifism is the philosophical thesis that war cannot be (...) morally justified. Political pacifism, in contrast, refers to the political movement that aims to abolish the institution of war to replace it with an institution of peace. My proposal is that we combine moral pacifism and political pacifism in order to show that in today’s world we are faced with a situation of structural injustice with regard to international conflicts between states. In the status quo, international war is the accepted institution to solve conflicts between states. However, according to moral pacifism, war is always morally problematic. I argue that our current political situation is structurally unfair and when we are threatened with an unjust external invasion, we have no morally sound choices for action. Going to war and refusing to fight are both deeply morally problematic options. Without just alternatives, we may end up going to war to protect our territory and children. However, we should resist the temptation to conclude that war can be just, even in these circumstances. In the last section of the article, I conclude that philosophers should stop using all their intellectual energy to provide philosophical justifications for a just war theory (a theory that is widely accepted by contemporary philosophers). Instead, we ought to argue that war is always unjust, and precisely for this reason we should commit to research about how to replace the institution of war with an institution of peace, and think about what would be the most appropriate form for such institution. For these reasons, I believe it is important for us to reconsider Soran Reader’s moral pacifism. (shrink)

This is the first of an ongoing series of review essays in which the authors of significant new works of philosophy engage their readers. These inaugural two readings discuss Rein Raud’s important new reassessment of contemporary ontology, Being in Flux: A Post-Anthropocentric Ontology of the Self. They consider its accomplishments, both on its own terms and with reference to its East Asian and South Asian precursors. Raud then offers a response.

This anthology brings together for the first time leading essays and book chapters from theologians, philosophers, and scientists on their research relating to ethics, altruism, and love. Because the general consensus today is that scholarship in moral theory requires empirical research, the arguments of the leading scholars presented in this book will be particularly important to those examining issues in love, ethics, religion, and science. The first half of _The Altruism Reader_ offers key selections from religious texts, leading contemporary (...) scholars, and cutting-edge ethicists. Buddhism, Christianity, Hinduism, Islam, and Judaism are represented. Among the highly respected writers are Thomas Aquinas, the Dalai Lama, Thich Nhat Hanh, John Polkinghorne, Stephen Pope, Louis Fischer, Amira Shamma Abdin, Katharine Doob Sakenfeld, and Daniel Day Williams. Primary readings on love and altruism from the sciences are featured in the second half of the book. Here the focus is on anthropology, psychology, sociology, biology, and neurology, with material written by Daniel C. Batson, David Sloan Wilson, Robert Wright, Stephen G. Post, Robert Axelrod, Richard Dawkins, Holmes Rolston III, and other renowned scientists and philosophers. "Virtually all people act—and often talk—as if they have some inkling about love. We speak about loving food, falling in love, loving God, feeling loved, and loving a type of music. We say that love hurts, love waits, love stinks, and love means never having to say you're sorry.We use the word and its derivatives in a wide variety of ways.... My own definition of love is this: To love is to act intentionally, in sympathetic response to others, to promote well-being."—_Thomas Jay Oord_. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 37.1 (2004) 42-71 [Access article in PDF] Narrative as Argument in Indian Philosophy: The Astavakra Gita as Multivalent Narrative Scott R. Stroud Department of Philosophy Temple University Indian philosophy has often been described as radically different in nature than Western philosophy due to its frequent use of narrative structure. By employing poetic elements in their use of language, such texts attempt to convey deep metaphysical truths (...) and philosophical positions about reality that are in many cases quite different from Western ideas (Babbili 1997). Often, these ways of conveying truths are an integral part of that truth. One particularly useful form is narrative, taking instantiations such as a dialogue between characters. Philosophical dialogues such as the Bhagavad Gita and the Astavakra Gita (also known as the Astavakra Samhita ) use a portrayed conversation involving a guru or deity to convey didactic lessons and values to the receptive audience, both ancient and modern. As texts such as the Bhagavad Gita gain in popularity and circulation in the Western world (Minor 1982; Paine 1998; Sharpe 1985), philosophical and rhetorical inquiry must be extended to explain how these texts function in an argumentative philosophical context.Stroud (2002a, 2002b) has advanced the idea that such ancient Indian narratives argue through the use of contradictions and conflicting value structures;1 he labels such texts as multivalent narratives since their use of contradictory value structures compel audience members to reconstruct the narrative's message and allow for the acceptance of novel views. Multivalent narratives are to be distinguished from polysemic narratives (Fiske 1986) in that the latter concern different audience members finding a preferred position from the ambiguous story. Polysemic narratives involve the difference in meaning of the same story to different auditors. Condit criticizes this notion of polysemic narratives and advances her own concept of polyvalent narratives. The concept of a polyvalent narrative involves different auditors understanding the same story in similar ways, but differing in how they evaluate its message. Condit's research with a popular television [End Page 42] show and two students from radically different backgrounds on abortion finds that they understood what occurred in a very similar fashion; they differed in that they "disagree[d] about the valuation of those denotations to such a degree that they produce[d] noticeably different interpretations" (1989, 106). Thus, the auditors differ as to their response to a certain story and how it treats their own cherished values. Stroud (2002a) provides a thorough justification as to why the concepts of polysemic and polyvalent narratives do not capture what can be called multivalent narratives. The important factor in distinguishing these three concepts is that the third involves contradictions at the level of values within a text and the reader's necessitated activity of trying to synthesize or reconcile such contradictions. It is this activity that is the hallmark of multivalent narratives.This employment of multivalent narrative offers a challenge to familiar Western conceptions of argumentative discourse and demands further investigation. This study explores the ways a particular text, the Astavakra Gita, argues its philosophical positions to its audience of potential "pupils."2 Using the insights provided by theories of narrative and reader-response theory, I will argue that this text advances its claims not through overt syllogism or validity claim redemption, but through textual indeterminacy between the audience's disposition and the foregrounded theme of non-individuation in the text. This tension, increased by certain textual devices, results in consistency building by the audience, which enables the transcendence of these two viewpoints (reader and text); it is this experience, not claim, that the Astavakra Gita seems to be advancing to any given audience.In order to explore this interpretation of this text and its argumentative relationship to an audience, insights from both literary studies and rhetorical theory must be used in laying a foundation. The work of Wolfgang Iser (1980, 1989, 1993) and Walter Fisher (1987) will assume roles of particular importance in this endeavor. Iser's theory of aesthetic response provides a useful description of the phenomenological process of reading such a... (shrink)

Global Democratic Theory is the first comprehensive introduction to the changing contours of democracy in today’s hyperconnected world. Accessibly written for readers new to the topic, it considers the impact of globalization and global forms of governance and activism on democratic politics and examines how democratic theory has responded to address these challenges, including calls for new forms of democracy to be developed beyond the nation-state and for greater public participation and accountability in existing global institutions. Divided into (...) two parts, the book shows how globalization provides both new obstacles and new opportunities for democracy. Part I explores the shifts underway at the national and international levels that are challenging democracy within nation-states around the world. In response, new proposals for global and transnational democracy have emerged. Part II critically analyses five main approaches of ‘global democratic theory’ Ð liberal internationalism, cosmopolitan democracy, deliberative democracy, social democracy and radical democracy, focusing on their specific interpretation of the problems facing democracy, their normative claims, and the feasibility of their proposed pathways of democratization. The book’s extensive account of the problems and possibilities facing democracy today will be essential reading for students and scholars of politics, political theory and political philosophy. (shrink)

Situating the subject -- Hermeneutics and spech-act theory -- Hermeneutics, semantics, and conceptual grammar -- Lexicography, exegesis, and reception history -- Parables, narrative-worlds, and reader-response theories -- Philosophy, language, theology, and postermodernity -- Hermeneutics, history, and theology.

_Indigeneity and Political Theory_ engages some of the profound challenges to traditions of modern political theory that have been posed over the past two decades. Karena Shaw is especially concerned with practices of sovereignty as they are embedded in and shape Indigenous politics, and responses to Indigenous politics. Drawing on theories of post-coloniality, feminism, globalization, and international politics, and using examples of contemporary political practice including court cases and specific controversies, Shaw seeks to illustrate and argue for a way (...) of doing political theory that is more responsive to the challenges posed by a range of contemporary issues. An engaging and highly original analysis of Indigenenity and sovereignty, this book enables the reader to develop a more robust consideration of relationships between theory and practice, and thus the politics of theorizing. (shrink)

Critics of Divine Command Theory (DCT) have advanced the counterpossible terrible commands objection. They argue that DCT implies the counterpossible ‘If a necessarily morally perfect God commanded us to perform a terrible act, then the terrible act would be morally obligatory.’ However, this counterpossible is false. Hence, DCT is false. Philipp Kremers has proposed that the intuition that the counterpossible above is false is due to conversational implicatures. By providing a pragmatic explanation for the intuition, he thinks that DCT (...) proponents can then maintain that the counterpossible is actually true. In this article, I argue that Kremers's conversational implicature response fails because (a) there is good reason to think that no conversational implicature arises given what critics of DCT have expressed, (b) a competent reader would not understand the critics' utterance that TCC is false as implicating that TCC* is false, and (c) the counterpossible terrible commands objection can be easily modified to be immune to the conversational implicature response by cancelling any potential implicature. Thus, an appeal to conversational implicatures cannot save DCT from the counterpossible terrible commands objection. (shrink)

Illustrations: 1 B/w Illustration Description: Pranab Kumar Sen, Professor Emeritus, Jadavpur University in whose honour this volume has been prepared was one of the leading philosophers of our country and a highly respected teacher. It carries thirty-five articles which deal with different branches of philosophy,viz., philosophical logic, philosophy of language, ontology, theory of knowledge, Kant exegesis, moral philosophy, social philosophy, philosophy of art. As Sen's philosophical interests and expertise were wide the authors had ample freedom in their choice of (...) topics. This volume will be of interest to those who are acquainted with sophisticated literature in analytic philosophy, scholars working in different branches of philosophy and also general readers of modern philosophy. (shrink)

Outlining both historical foundations and the latest research trends, this Research Handbook offers a unique and cutting-edge overview of the numerous avenues to responsible management.Opening with a conceptual mapping of the field, thought leaders such as Henry Mintzberg and Archie Carroll present foundational and controversial views. Frameworks such as sustainability management, responsible leadership, humanistic and biomimetic management are introduced. Glocal approaches include responsible management with Chinese characteristics, West African Yoruba, and American Pragmatism. Exploring frameworks for the responsible management process, such (...) as theories of practice, and for responsible management learning and innovation, readers are introduced to key methods responsible management research, such as participatory action research. Groundbreaking in scope and depth, this Handbook caters to the responsible management research community, particularly to the Academy of Management and to United Nations PRME signatory business schools. Policymakers and practitioners will benefit from its insight into the latest advances in responsible management research. (shrink)

Boredom Studies is an increasingly rich and vital area of contemporary research that examines the experience of boredom as an importan - even quintessential - condition of modern life. This anthology of newly commissioned essays focuses on the historical and theoretical potential of this modern condition, connecting boredom studies with parallel discourses such as affect theory and highlighting possible avenues of future research. Spanning sociology, history, art, philosophy and cultural studies, the book considers boredom as a mass response (...) to the atrophy of experience characteristic of a highly mechanised and urbanised social life. (shrink)