This collection of essays on the social history of disciplinary practices in education in North America, Northern Europe, and Colonial Bengal coverage upon an understanding that schools regulate the behavior of beliefs of students, teachers, and parents by enforcing certain disciplinary social norms.

The author criticizes ways in which academic disciplines can be viewed as skewed toward bureaucratized intellect and its requirements and rewards, rather than toward scholarly intellectual life and research. Drawing from the Chicago traditions of sociology and philosophical pragmatism, as well as his own experience of them, Halton goes on to appraise ways in which these traditions have tended to become contracted to limited textbook canons. Donald Levine’s Visions of the Sociological Tradition provides a case in which the broad influences (...) of European intellectual traditions, for example, Nietzsche, are included in his sociological history of European sociological traditions, whereas similar influences, such as Ralph Waldo Emerson, Thorstein Veblen, Jane Addams, Lewis Mumford, or even C. Wright Mills, are excluded from his account of the American and Chicago traditions. Admitting that academic disciplines represent skewed forms of bureaucratized intellect rather than progressive traditions allows one to admit those who are not members of the club into the dialogue of social thought and the social sciences. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears (...) to have its own aims and methodology. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

School liking is an important factor in student engagement, well-being, and academic achievement, but it is also potentially influenced by factors external to the individual, such as school culture, teacher support, and approaches to discipline. The present study employed a survey methodology to investigate the associations between school liking and disliking, teacher and school connectedness, and experiences of exclusionary discipline from the perspective of students themselves. Participants included 1,002 students from three secondary schools serving (...) disadvantaged communities. Results indicated clear differences between students who like and dislike school in terms of their preferred school activities and school disciplinary history, with students who disliked school experiencing overall lower school connectedness. Moreover, students who disliked school experienced less positive relationships with their teachers, and this was even more pronounced for students who had been previously suspended. The findings reveal key differences between students who do and do not like school, differences that may be masked by typical research approaches. This research indicates the need for more nuanced, student-informed approaches to inclusive school reform. (shrink)

In Spare the Rod, historian Campbell F. Scribner and philosopher Bryan R. Warnick think deeply about punishment and discipline practices in American schooling. To delve into this controversial subject, the authors carefully consider two major issues. The first involves questions of meaning. How have concepts of discipline and punishment in schools changed overtime? What purposes are they supposed to serve? And what can they tell us about our assumptions about education? The second issue involves the justification of punishment (...) and discipline in schools. Are public school educators ever justified in punishing or disciplining students? Are these things important for moral education? Or, are they fundamentally opposed to education? If some form of punishment is justified in schools, what ethical guidelines should direct its administration? The authors argue that as schools have grown increasingly bureaucratic over the past century, formalizing disciplinary systems and shifting from physical punishments to forms of spatial or structural punishment (such as suspension), school discipline has not only come to resemble the operation of prisons or policing but has grown increasingly integrated with those institutions. These changes, they argue, disregard the unique status of schools as spaces of moral growth and community oversight, and are incompatible with the developmental ethos of education. What we need is a view of discipline and punishment that fits with the sort of moral community that schools should be. (shrink)

Summary This paper discusses the emergence of new medical experimental specialties at the Medical School of Surgery (Escola Médico-Cirúrgica) and the Faculty of Medicine of Lisbon University (Faculdade de Medicina da Universidade de Lisboa) between 1897 and 1946, as a result of the activities of Marck Athias's (1875?1946) histophysiology research school. In 1897, Marck Athias, a Portuguese physician who had graduated from the Faculty of Medicine in Paris, founded a research school in Lisbon along the lines of (...) Michael Foster's physiology research school in England and Franz Hofmeister's physiological chemistry school in Germany. His research programme was highly innovative in Portugal. Not only did it bring together many disciples and co-workers, but it branched out and created new medical specialties within Portuguese medical science. These new disciplinary areas grew out of the study of the histology of the nervous system but eventually expanded into normal and pathological histophysiology, physiological chemistry and experimental endocrinology. The esprit de corps that existed between research school members ensured the school's success and influence in various fields social and political as well as scientific. Athias's school was strongly influenced by positivist ideals and promoted a teaching and research style that sought inspiration in Humboldt's university model, thus helping to bring about a change in the dominant scientific ethos and to modernize scientific research in Portugal during the first half of the twentieth century. (shrink)

ArgumentThis article discusses the conditions that lead to the autonomy of scientific disciplines by analyzing the case of zoology in the nineteenth century. The specialization of knowledge and its institutionalization in higher education in the nineteenth century were important processes for the autonomy of scientific disciplines, such as zoology. The article argues that autonomy only arises after social and political power is mobilized by specific groups to acquire appropriate conceptual, physical, and institutional spaces for a discipline. This is illustrated (...) through the case study of the Lisbon Polytechnic School, a higher education establishment that was created in 1837, in Portugal. The case shows that autonomy in zoology can arise before the consolidation of a community of experts in the discipline, which may have been a common feature of the discipline in other countries. (shrink)

Totally revised and updated, written especially for students, the third edition of Geography – History and Concepts is the definitive undergraduate introduction to the history, philosophy and methodology of Human Geography. Accessible and comprehensive, the work comprises five sections: - What is Geography?: a historical overview of the discipline and an explanation of its organization - The Foundations of Geography: examines Geography from Antiquity to the early modern period; the discussion includes detailed explanations of environmental determinism; the (...) French School; landscape; and regional studies - Paradigms and Revolutions: includes an analysis of Kuhn’s paradigm of scientific knowledge that introduces the discussion of the quantitative revolution in the late sixties – this section examines the new human geography, as well as reviewing criticisms of quantification - Positivism and its Critics: defines positivism and empiricism and offers a comprehensive expostion of humanist and structuralist criticisms of these methodologies; concludes with a critical discussion of structuration theory, realism and postmodernism - Processes in Place and Space: an introduction to core themes and concepts in current geographical though: including space, place, and feminism. Illustrated throughout, with summaries, notes for further reading and a concept glossary of Geography – History and Concepts will be essential reading for undergraduates in Geography. (shrink)

In this accessible and comprehensive work, Robert Solomon and Kathleen Higgins cover the entire history of philosophy--ancient, medieval, and modern, from cultures both East and West--in its broader historical and cultural contexts. Major philosophers and movements are discussed along with less well-known but interesting figures. The authors examine the early Greek, Indic, and Chinese philosophers and the mythological traditions that preceded them, as well as the great religious philosophies, including Christianity, Hinduism, Judaism, and Taoism. Easily understandable to students without (...) specialized knowledge of philosophy, A Short History of Philosophy demonstrates the relevance of philosophy to our times, illuminating the impact of the revolutions wrought by science, industry, colonialism, and sectarian warfare; the two world wars and the Holocaust; and the responses of philosophy in the schools of existentialism, postmodernism, feminism, and multiculturalism. In addition, the authors provide their own twists and interpretations of events, resulting in a broad view of the nature of philosophy as an intellectual discipline and its sometimes odd and dramatic consequences. (shrink)

How does microbiota research impact our understanding of biological individuality? We summarize the interdisciplinary summer school on "Microbiota, Symbiosis and Individuality: Conceptual and Philosophical Issues" (July 2019), which was supported by a European Research Council starting grant project "Immunity, DEvelopment, and the Microbiota" (IDEM). The summer school centered around interdisciplinary group work on four facets of microbiota research: holobionts, individuality, causation, and human health. The conceptual discussion of cutting-edge empirical research provided new insights into microbiota and highlights the (...) value of incorporating into meetings experts from other disciplines, such as philosophy and history of science. (shrink)

“The influence of [Kazimierz] Twardowski on modern philosophy in Poland is all-pervasive. Twardowski instilled in his students a passion for clarity [. . .] and seriousness. He taught them to regard philosophy as a collaborative effort, a matter of disciplined discussion and argument, and he encouraged them to train themselves thoroughly in at least one extra-philosophical discipline and to work together with scientists from other fields, both inside Poland and internationally. This led above all [. . .] to collaborations (...) with mathematicians, so that the Lvov school of philosophy would gradually evolve into the Warsaw school of logic [. . .]. Twardowski taught his students, too, to respect and to pursue serious research in the history of philosophy, an aspect of the tradition of philosophy on Polish territory which is illustrated in such disparate works as [Jan] Łukasiewicz’s ground-breaking monograph on the law of non-contradiction in Aristotle and [Władysław] Tatarkiewicz’s highly influential multi-volume histories of philosophy and aesthetics. [. . .] The term ‘Polish philosophy’ is a misnomer [. . .] for Polish philosophy is philosophy per se; it is part and parcel of the mainstream of world philosophy – simply because [. . .] it meets international standards of training, rigour, professionalism and specialization.”– Barry Smith, “Why Polish Philosophy does Not Exist”. (shrink)

The first step in education's long road to respectability lay in the ability of its proponents to demonstrate that it was worthy of collaborating with traditional disciplines in the syllabus of higher learning. The universities where the infant discipline of education was promoted benefited from scholars who engaged in teaching and research with enthusiasm and preached the gospel of scientific education. These schools-Teachers College/Columbia University, the University of Chicago, and Stanford University-gained a reputation as oases of pedagogical knowledge. Soon, (...) public and private colleges alike introduced professional academic programs for the preparation of teachers. Foremost among the subjects for these programs was education philosophy, with its long history and the impeccable credentials of its ancient and modern expositors. Although the principal focus of this study is the history of educational philosophy in colleges and universities, it also recognizes educational philosophy's antecedents. Chapters cover ancient roots, Christian educational theory, educational theory and the modern world, philosophy and education in early America, development of philosophies of education, disciplinary maturity for educational philosophy, and prospects. There is a bibliography and an index. (shrink)

The Introduction outlines, in a concise way, the history of the Lvov-Warsaw School—a most unique Polish school of worldwide renown, which pioneered trends combining philosophy, logic, mathematics and language. The author accepts that the beginnings of the School fall on the year 1895, when its founder Kazimierz Twardowski, a disciple of Franz Brentano, came to Lvov on his mission to organize a scientific circle. Soon, among the characteristic features of the School was its serious approach (...) towards philosophical studies and teaching of philosophy, dealing with philosophy and propagation of it as an intellectual and moral mission, passion for clarity and precision, as well as exchange of thoughts, and cooperation with representatives of other disciplines. The genesis is followed by a chronological presentation of the development of the School in the successive years. The author mentions all the key representatives of the School, accompanying the names with short descriptions of their achievements. The development of the School after Poland’s regaining independence in 1918 meant part of the members moving from Lvov to Warsaw, thus providing the other segment to the name—Warsaw School of Logic. The author dwells longer on the activity of the School during the Interwar period—the time of its greatest prosperity, which ended along with the outbreak of World War 2. Attempts made after the War to recreate the spirit of the School are also outlined and the names of continuators are listed accordingly. The presentation ends with some concluding remarks on the contribution of the School to contemporary developments in the fields of philosophy, mathematical logic or computer science in Poland. (shrink)

The Introduction outlines, in a concise way, the history of the Lvov-Warsaw School – a most unique Polish school of worldwide renown, which pioneered trends combining philosophy, logic, mathematics and language. The author accepts that the beginnings of the School fall on the year 1895, when its founder Kazimierz Twardowski, a disciple of Franz Brentano, came to Lvov on his mission to organize a scientific circle. Soon, among the characteristic features of the School was its (...) serious approach towards philosophical studies and teaching of philosophy, dealing with philosophy and propagation of it as an intellectual and moral mission, passion for clarity and precision, as well as exchange of thoughts, and cooperation with representatives of other disciplines.The genesis is followed by a chronological presentation of the development of the School in the successive years. The author mentions all the key representatives of the School (among others, Ajdukiewicz, Lesniewski, Łukasiewicz,Tarski), accompanying the names with short descriptions of their achievements. The development of the School after Poland’s regaining independence in 1918 meant part of the members moving from Lvov to Warsaw, thus providing the other segment to the name – Warsaw School of Logic. The author dwells longer on the activity of the School during the Interwar period – the time of its greatest prosperity, which ended along with the outbreak of World War 2. Attempts made after the War to recreate the spirit of the School are also outlined and the names of followers are listed accordingly. The presentation ends with some concluding remarks on the contribution of the School to contemporary developments in the fields of philosophy, mathematical logic or computer science in Poland. (shrink)

In this article I argue that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various disciplines; the cultivation of critical thinking skills ; and developing the capacity for economic self‐reliance. I argue that loyal patriotism may result in a myopic understanding of history, an (...) unhealthy attitude of superiority relative to other cultures, and a coerced sense of attachment to one's homeland. (shrink)

Anthropology is a discipline very conscious of its history. Alan Barnard has written a clear, detailed overview of anthropological theory that brings out the historical contexts of the great debates, tracing the genealogies of theories and schools of thought. His book covers the precursors of anthropology; evolutionism in all its guises; diffusionism and culture area theories, functionalism and structural-functionalism; action-centered theories; processual and Marxist perspectives; the many faces of relativism, structuralism and poststructuralism; and recent interpretive and postmodernist viewpoints. (...) This is a balanced and judicious survey, which also considers the problems involved in assessing anthropological theories. (shrink)

Foundations of Economic Personalism is a series of three book-length monographs, each closely examining a significant dimension of the Center for Economic Personalism's unique synthesis of Christian personalism and free-economic market theory. In the aftermath of the momentous geo-political and economic changes of the late 1980s, a small group of Christian social ethicists began to converse with free-market economists over the morality of market activity. This interdisciplinary exchange eventually led to the founding of a new academic subdiscipline under the rubric (...) of economic personalism. These scholars attempt to integrate economic theory, history, and methodology with Christian personalism's stress upon human dignity, humane social structures, and social justice. This second volume in the series surveys the anthropological foundations to the disciplines of economics and moral theology. The first part of the book presents an overview of the German, French, and Polish branches of personalist thought. Particular attention is given to theological anthropology, especially as it is developed by such thinkers as Emmanuel Mounier, Max Scheler, Gabriel Marcel, Karol Wojtyla, and Emil Brunner. Part two surveys models of human nature that have been espoused by various schools of free-market thought—including mainstream neoclassical economics. In conclusion, the authors demonstrate how an expanded understanding of human nature can augment the ability of economic science to model and predict human behavior. (shrink)

Justification of theorems plays a vital role in any rational human activity. It is indispensable in science. The deductive method of justifying theorems is used in all sciences and it is the only method of justifying theorems in deductive disciplines. It is based on the notion of proof, thus it is a method of proving theorems. In the Warsaw School of Logic (WSL) – the famous branch of the Lvov-Warsaw School (LWS) – two types of the method: axiomatic (...) deduction method and natural deduction method were developed and practiced. In this paper, both of these methods are briefly discussed with an emphasis on their historical, groundbreaking significance for logic. The axiomatic method by means of rejection (proposed by Jan Łukasiewicz – a co-creator of the WSL), which is the method of the so-called rejection proof (rejection/refutation method) in logical systems and the proving method of generalized natural deduction, which is a hybrid deduction–refutation method of proving theorems, are also outlined in the paper. The author discusses their historical significance. This paper also contains a brief mention of the most significant results which the application of the discussed methods introduced into contemporary scientific research, not only logical one. (shrink)

Mathematical logic was first introduced to China in early 1920s. Although, the process of introduction was facilitated by the lectures of Bertrand Russel at Peking University in 1921 and continued by China’s most passionate adherents of Russell’s philosophy, the establishment of mathematical logic as an academic discipline occurred only in late 1920s, in the framework of a recently reorganised Qinghua University in Peking. The main aim of this paper is to shed some light on the process of establishment of (...) mathematical logic at the department of philosophy at Qinghua University, between the years 1926 and 1945. In its main line of discussion, the article highlights the curricular developments at the department, connecting them with concrete theoretical endeavours by the leading members of the department. Furthermore, in its later parts, the article summarises the main advances made in the context of studies of modern logic at Qinghua University, from the expositions on the quintessential work Principia Mathematica, to the subsequent integration of criticisms coming from circles of logicians at Harvard University and ground-breaking contributions of Kurt Gödel in the mid-1930s. (shrink)

A remarkable amount of the most innovative, significant, and lasting historical writing of the twentieth century has been produced in France, much of it the work of a group of historians associated with the journal Annales. Founded in 1929, Annales promoted a new kind of history based on three central aims: to substitute a problem-orientated analytical history for a traditional narrative of events; to embrace the history of the whole range of human activities rather than concentrate on (...) political history; and, in order to achieve the first two aims, to collaborate fully with other disciplines - notably geography, sociology, psychology, economics, linguistics, and anthropology. The critical history describes, analyzes, and evaluates the achievements of the Annales school, combining chronological and thematic approaches. The author distinguishes three generations in the history of the Annales movement. In the first phase, from the 1920's to 1945, the movement was small, radical, and subverse, fighting a guerrilla action against traditional political history and the history of events. Its leaders, and the founders of Annales, were Lucien Febvre and Marc Bloch. After the Second World War, the movement's rebels took over the historical establishment. During this second phase, which lasted until about 1968, the movement was most nearly a school, with distinctive concepts and methods, and was presided over by the towering figure of Fernand Braudel. The third phase of the movement, which continues today, is marked by fragmentation. Its influence in France had become so great that it lost much of its distinctiveness, and no strong figures appeared to give the movement the inspiration and direction that Febvre, Bloch, and Braudel had provided. Some members of the group even returned to political history and to the narrative of events. The cycle was complete - the rebels became the establishment and were in turn rebelled against. (shrink)

This book presents a concise introduction to the epistemology and methodology of the Austrian School of economics as defended by Ludwig von Mises. The author provides an innovative interpretation of Mises’ arguments in favour of the a priori truth of praxeology, the received view of which contributed to the academic marginalisation of the Austrian School. The study puts forward a unique argument that Mises – perhaps unintentionally – defends a form of conventionalism. Chapters in the book include detailed (...) discussions of individualism, historicism, epistemological positions, and essentialism. The author goes on to discuss Mises’ justification of the fundamental axiom and proposes a conventionalist interpretation. By presenting praxeology as a conventionalist research programme, the author aims to reinvigorate the interaction between the Austrian School, mainstream economics, and the philosophy of science. This comprehensive reconstruction is suitable for economists interested in the history and philosophy of their discipline, as well as for philosophers of science. (shrink)

This is not a mathematics book, but a book about mathematics, which addresses both student and teacher, with a goal as practical as possible, namely to initiate and smooth the way toward the student’s full understanding of the mathematics taught in school. The customary procedural-formal approach to teaching mathematics has resulted in students’ distorted vision of mathematics as a merely formal, instrumental, and computational discipline. Without the conceptual base of mathematics, students develop over time a “mathematical anxiety” and (...) abandon any effort to understand mathematics, which becomes their “traditional enemy” in school. This work materializes the results of the inter- and trans-disciplinary research aimed toward the understanding of mathematics, which concluded that the fields with the potential to contribute to mathematics education in this respect, by unifying the procedural and conceptual approaches, are epistemology and philosophy of mathematics and science, as well as fundamentals and history of mathematics. These results argue that students’ fear of mathematics can be annulled through a conceptual approach, and a student with a good conceptual understanding will be a better problem solver. The author has identified those zones and concepts from the above disciplines that can be adapted and processed for familiarizing the student with this type of knowledge, which should accompany the traditional content of school mathematics. The work was organized so as to create for the reader a unificatory image of the complex nature of mathematics, as well as a conceptual perspective ultimately necessary to the holistic understanding of school mathematics. The author talks about mathematics to convince readers that to understand mathematics means first to understand it as a whole, but also as part of a whole. The nature of mathematics, its primary concepts (like numbers and sets), its structures, language, methods, roles, and applicability, are all presented in their essential content, and the explanation of non-mathematical concepts is done in an accessible language and with many relevant examples. (shrink)

Leopold von Ranke (1795-1886), generally recognized as the founder of the school of modern critical historical scholarship, and Jacob Burckhardt (1818-1897), the great Swiss proponent of cultural interpretation, are fathers of modern history--giants of their time who continue to exert an immense influence in our own. They are usually seen as contrasts, Ranke as representative of political history and Burckhardt of cultural history. In five essays, each flowing gracefully into the next, the distinguished historian Felix Gilbert (...) shows that such contrasts are oversimplifications. Despite their interest in different aspects of the past, Ranke's and Burckhardt's views arose from common elements in the first half of the nineteenth century, the time in which they grew up and in which their first masterworks attracted such wide attention. This concise volume clarifies the beginnings of history as an autonomous discipline, while forcing us to examine our views on basic questions in historical scholarship. In the case of Ranke, relating his work to his times counteracts the current tendency to disregard the difference between the historical concepts of the eighteenth and nineteenth centuries. By focusing on this difference, Gilbert emphasizes the originality and novelty of Ranke's ideas about history. Although Burckhardt is often portrayed as an intellectually lonely figure, this book reveals the importance of relating his thought to the intellectual trends of his time. Originally published in 1990. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

In A History of Philosophy in the Twentieth Century , Christian Delacampagne reviews the discipline's divergent and dramatic course and shows that its greatest figures, even the most unworldly among them, were deeply affected by events of their time. From Ludwig Wittgenstein, whose famous Tractatus was actually composed in the trenches during World War I, to Edmund Husserl and Martin Heidegger -- one who found himself barred from public life with Hitler's coming to power, the other a member (...) of the Nazi party who later refused to repudiate German war crimes. From Bertrand Russell, whose lifelong pacifism led him to turn from logic and mathematics to social and moral questions, and Jean-Paul Sartre, who made philosophy an occasion for direct and personal political engagement, to Rudolf Carnap, a committed socialist, and Karl Popper, a resolute opponent of Communism. From the Vienna Circle and the Frankfurt School to the contemporary work of philosophers as variously minded as Jacques Derrida, Jürgen Habermas, and Hilary Putnam. The thinking of these philosophers, and scores of others, cannot be understood without being placed in the context of the times in which they lived. (shrink)

This chapter relates a broadly chronological story of the developments over the last 50 years that have sought to reshape the science curriculum in English schools by introducing aspects of the history of science and nature of science. The chapter highlights key curriculum projects by outlining the contexts in which they developed and summarising their rationales as set out in their publications. It also provides signposts to some of the reports of research and scholarship that have evaluated these initiatives. (...) The chapter shows how the first national curriculum in 1989 was influenced by earlier initiatives as it made teaching about the nature of science mandatory for all. This requirement faded into the background after a few years and then re-emerged with a new rationale as ‘how science works’ in 2004. The chapter ends by looking to the future with a discussion of a new course which contrasts with earlier traditions by focussing the teaching and learning on the history and philosophy of science rather than using ideas from these disciplines to teach about science. (shrink)

The academic History of Philosophy in Lithuania in three volumes will be published by the Institute of Culture, Philosophy and Art. The first presented volume covers the development of Lithuanian philosophy from the 16th to the 18th centuries. It includes late medieval and Renaissance philosophy, the second scholasticism and modern philosophy. The first Lithuanians to be introduced to philosophy were young members of the gentry who studied in European universities at the end of the 14th century. The recently baptized (...) Lithuania strove to adopt Western culture and to present itself as a Western state. Some graduated from the universities as bachelors or masters of philosophy and returned to their country. At the end of the 14th century, Vilnius Cathedral School was founded. The elements of logic were probably taught there. The growth of the political and economic power of the Grand Duchy of Lithuania brought about the need for higher education. That need was significantly increased by the growing activity of various religious orders. In 1507 the Dominicans started teaching philosophy and theology to their novices. They were able to teach late medieval philosophy in its thomistic interpretation. We can regard 1507 as the year Lithuania benefited form a new phenomenon, professional philosophy, and the Dominicans as its initiators. They taught not only the disciplines of late medieval philosophy but also the basics of the other sciences. The Dominicans, and later the Jesuits, Franciscans, Bernardines, Carmelites, Trinitarians and other monastic orders, enriched intellectual life in Lithuania by teaching philosophy in their schools. (shrink)

The academic History of Philosophy in Lithuania in three volumes will be published by the Institute of Culture, Philosophy and Art. The first presented volume covers the development of Lithuanian philosophy from the 16th to the 18th centuries. It includes late medieval and Renaissance philosophy, the second scholasticism and modern philosophy. The first Lithuanians to be introduced to philosophy were young members of the gentry who studied in European universities at the end of the 14th century. The recently baptized (...) Lithuania strove to adopt Western culture and to present itself as a Western state. Some graduated from the universities as bachelors or masters of philosophy and returned to their country. At the end of the 14th century, Vilnius Cathedral School was founded. The elements of logic were probably taught there. The growth of the political and economic power of the Grand Duchy of Lithuania brought about the need for higher education. That need was significantly increased by the growing activity of various religious orders. In 1507 the Dominicans started teaching philosophy and theology to their novices. They were able to teach late medieval philosophy in its thomistic interpretation. We can regard 1507 as the year Lithuania benefited form a new phenomenon, professional philosophy, and the Dominicans as its initiators. They taught not only the disciplines of late medieval philosophy but also the basics of the other sciences. The Dominicans, and later the Jesuits, Franciscans, Bernardines, Carmelites, Trinitarians and other monastic orders, enriched intellectual life in Lithuania by teaching philosophy in their schools. (shrink)

The present article discusses the Department of Kalam, its foundation, academic structuring, philosophy, and contribution to religious thought at the national and international level since the establishment of Ankara University Faculty of Divinity. The process regarding the field of Kalam since the establishment of Ankara University Faculty of Divinity in 1949 has been studied over two historical periods. The first is the period from its being taught as a course under the Chair of the History of Islam and Sects (...) during the establishment of the Faculty of Divinity to 1974 when it turned into an independent chair, and the second is the process from 1974 to the present. Higher religious education was continued in the Faculty of Theology, established under the Istanbul Dārulfunūn, which was constructed in the western style instead of the madrasahs that were closed in accordance with the Law of Unification of Education (Tawhid Tadrisāt) adopted on March 3, 1924.The faculty in question was closed in 1933 due to the shortage of students. Until Ankara University Faculty of Theology, which started its teaching activities in November 1949, was opened, there was no higher religious education for 16 years in Turkey. During this time, the need for experts trained in the field of religion emerged. In order to meet this need, Ankara University Faculty of Theology was opened. In the newly opened faculty, it is aimed to train theologians with versatile knowledge and perspective by teaching philosophy, psychology, sociology, foreign languages, as well as teaching disciplines related to the field of theology. One of the chairs in the faculty’s academic structure opened for this purpose was the chair of History of Islam and Sects. In Ankara University Faculty of Theology, where the academic structuring was organized according to the chair system, the science of Kalam was taught as a course within the Chair of the History of Islam and Sects until 1974. Within this chair, the teachings of Principles of Islam, the history of Islamic sects, and Kalam lessons were carried out. The first instructor of the chair was Prof. Yusuf ZiyaYörükân. Although there were changes in the academic staff during the process, one of the important names that contributed to the field of kalam until 1974 was Muhammad Tavît al-Tanji. These scholars not only made significant contributions to the field of Kalam in terms of method and content with their own studies but also taught scholars to work in this field after them.The doctoral advisor of HüseyinAtay, who is the founder of the Kalam Chair/Department, is M. Tavît al-Tancî. In 1974, when HüseyinAtay became a professor, the Kalam course was separated from the Chair of Islam and Sects and gained the status of an independent chair. HüseyinAtay is the architect of the transformation of Kalam from a lecture to a chair.As a result of Atay’s efforts, being a theologian in Turkey has turned into an identity rather than being a member of an academic discipline. In the studies carried out by Yörükân, Tancî, Atay and the academicians taught by them in Ankara University Faculty of Theology Department of Kalam, the emphasis on the Quran and reason, the importance of critical thinking in the field of theology, the human-centered theological thought, the effort to find solutions to current problems, the researches on Mu‘tazila and Maturidism, the study and translation activities that are carried out to bring the classical theology to the present day come to the fore. In the essence of academic studies conducted within this framework, the importance of correctly determining the distinction between the divine and human in the analysis of religious thought is emphasized. In addition, it is aimed to give a perspective on the meaning and value of human life. In the Department of Kalam, where the human-centered understanding of kalam is systematically dealt with on the basis of individual, responsibility, and morality, the science of kalam is structured not only as a system of thought consisting of abstract fictions but a discipline that has the function of developing and gaining a perspective on what is happening around us and in the World. (shrink)

This book brings together a broad spectrum of authors, both from inside and from outside Cuba, who describe the development of Cuba's scientific system from the colonial period to the present. It is a unique documentation of the self-organizing power of a local scientific community engaged in scientific research on an international level. The first part includes several contributions that reconstruct the different stages of the history of physics in Cuba, from its beginnings in the late colonial era to (...) the present. The second part comprises testimonies of Cuban physicists, who offer lively insights from the perspective of the actors themselves. The third part presents a series of testimonies by foreign physicists, some of whom were directly involved in developing Cuban physics, in particular in the development of teaching and research activities in the early years of the Escuela de Física. The fourth part of the volume deals with some of the issues surrounding the publishing of scientific research in Cuba. Cuba's recent history and current situation are very controversial issues. Little is known about the development and status of higher education and scientific research on the island. However, Cuba has one of the highest proportions in the world of people with a university degree or doctorate and is known for its highly developed medical system. This book focuses on a comprehensive overview of the history of the development of one specific scientific discipline: physics in Cuba. It traces the evolution of an advanced research system in a developing country and shows a striking capacity to link the development of modern research with the concrete needs of the country and its population. A little known aspect is the active participation of several "western" physicists and technicians during the 1960s, the role of summer schools, organized by French, Italian, and other western physicists, as well as the active collaboration with European universities.<. (shrink)

This collection of essays constitutes the first history of modern Japanese aesthetics in any language. It introduces readers through lucid and readable translations to works on the philosophy of art written by major Japanese thinkers from the late nineteenth century to the present. Selected from a variety of sources (monographs, journals, catalogues), the essays cover topics related to the study of beauty in art and nature. The translations are organized into four parts. The first, "The Introduction of Aesthetics," traces (...) the formation of notions of "beauty," "culture," and "art" in Japan. It includes discussion of the creation of the museum in Japan and the frenetic efforts of Nishi Amane, Okakura Tenshin, Ernest Fenollosa, and Mori Ogai to introduce German, British, and French aesthetic thought to the Japanese. This is followed by three sections that examine the transformation of the aesthetic field into an academic discipline that flourished at three major Japanese universities. "Aesthetics at Waseda University" begins with an essay on the spiritualism and idealism of Onishi Hajime and continues with essays on the impact of German Lebensphilosophie ("philosophy of life") on Shimamura Hogetsu and Takayama Chogyu, and work by the major Waseda aesthetician of the twentieth century, Aizu Yaichi. Thinkers of the Tokyo School adopted a "scientific" method in the study of art theory. Part 3, "Aesthetics at the University of Tokyo," focuses on the ideas of Otsuka Yasuji (holder of the world’s first Chair of Aesthetics), Onishi Yoshinori, Watsuji Tetsuro, Abe Jiro, Takeuchi Toshio, and Imamichi Tomonobu. The section concludes with a look at the contemporary philosopher Sakabe Megumi. The last section, "Aesthetics at the University of Kyoto," includes essays on Nakagawa Shigeki and Fukada Yasukazu, pioneers in the field of aesthetics, and on the philosophy of art of the "Kyoto School," which was deeply inspired by the thought of Nishida Kitaro. Finally the work of Kuki Shuzo, an influential teacher of Western philosophy at the University of Kyoto, is examined. A History of Modern Japanese Aesthetics is a companion volume to Modern Japanese Aesthetics: A Reader (UH Press, 1999). (shrink)

This compendium of fifty essays by international philosophers examines history from the point of view of its cognate disciplines, historiography and the philosophy of history. The authors often use the terms history, the past, and historiography interchangeably. Essays are grouped in four broad categories: basic problems, major fields, philosophy and sub-fields of historiography, and classical schools and philosophers of history. The book provides useful insights, some dated by the fashion of postmodernism. The essays are largely independent (...) of one another, and may be read in any order. The volume will be of interest to philosophers, historians, and social scientists with a theoretical bent. (shrink)

Our modern-day word for sympathy is derived from the classical Greek word for fellow-feeling. Both in the vernacular as well as in the various specialist literatures within philosophy, psychology, neuroscience, economics, and history, "sympathy" and "empathy" are routinely conflated. In practice, they are also used to refer to a large variety of complex, all-too-familiar social phenomena: for example, simultaneous yawning or the giggles. Moreover, sympathy is invoked to address problems associated with social dislocation and political conflict. It is, then, (...) turned into a vehicle toward generating harmony among otherwise isolated individuals and a way for them to fit into a larger whole, be it society and the universe.This volume offers a historical overview of some of the most significant attempts to come to grips with sympathy in Western thought from Plato to experimental economics. The contributors are leading scholars in philosophy, classics, history, economics, comparative literature, and political science. Sympathy is originally developed in Stoic thought. It was also taken up by Plotinus and Galen. There are original contributed chapters on each of these historical moments. Use for the concept was re-discovered in the Renaissance. And the volume has original chapters not just on medical and philosophical Renaissance interest in sympathy, but also on the role of antipathy in Shakespeare and the significance of sympathy in music theory. Inspired by the influence of Spinoza, sympathy plays a central role in the great moral psychologies of, say, Anne Conway, Leibniz, Hume, Adam Smith, and Sophie De Grouchy during the eighteenth century. The volume should offers an introduction to key background concept that is often overlooked in many of the most important philosophies of the early modern period.About a century ago the idea of Einfühlung was developed in theoretical philosophy, then applied in practical philosophy and the newly emerging scientific disciplines of psychology. Moreover, recent economists have rediscovered sympathy in part experimentally and, in part by careful re-reading of the classics of the field. (shrink)

This work is an essential introduction to the vast body of writing about history, from classical Greece and Rome to the contemporary world. M.C. Lemon maps out key debates and central concepts of philosophy of history placing principal thinkers in the context of their times and schools of thought. Lemon explains the crucial differences between speculative philosophy as an n enquiry into the course and meaning of history and analytic philosophy of history as relating to the (...) nature and methods of history as a discipline. After providing a guide to the principal thinkers from pre-historical times to the present, the book goes on to present a critical summary of the leading issues raised by critical theorists of history, incorporating topics such as objectivity, ideology, historical explanation and narrative. (shrink)

The Formalist tradition in late-scholastic philosophy has gone unnoticed in standard historiography. This article’s overall objective is to add the Formalist tradition to what we know about Renaissance philosophy. I first show how the Formalist tradition was born out of some innovative considerations of hierarchies of distinctions in the wake of the Franciscan John Duns Scotus’s teaching on the formal distinction in the beginning of the fourteenth century (especially Francis of Meyronnes’s model of four distinctions and Petrus Thomae’s more elaborate (...) doctrine of seven kinds of distinctions). I then trace how Formalist literature developed from being an exclusively Franciscan affair to becoming a much more widespread phenomenon. Thus, from the decades up to 1500 and onwards, authors from various late-scholastic schools (Thomism, Lullism, Averroism, and others) produced Formalist literature, i.e., treatises on multiple kinds of distinctions. I highlight particularly how one Franciscan philosopher of the sixteenth century, Jean Du Douet, proposed to view the Formalist preoccupation with distinctions as a discipline in its own right, a proper scientia formalitatum. I finally argue that while this proposal met with dismissive reactions, Du Douet’s idea does in fact reflect the role Formalism played in the scholastic curriculum in the late sixteenth century, at least in Franciscan milieus. (shrink)

This book is a series of essays by distinguished scholars concerned with the improvement of primary, secondary, and tertiary studies, most especially in arts but also in mathematics and science. It is concerned with past ideas about education in Australia, most particularly with the traditions that have yielded an education that has proven most beneficial to Australia in terms of comparison with other countries; and it advocates and emphasises how this tradition can be maintained and improved in specific ways. Essays (...) focus on primary and secondary education in music, and art, mathematics, history and the classics, on the improvement of memory and vocabulary, but more particularly on university education, discussing the purpose of education, learning in general, the use of the seminar, the necessity of freedom of debate, the inadequacies and contradictions of French and Anglo-post modernism, the teaching of history, of philosophy, and its branch aesthetics, mathematics, equality in education, teaching at university and funding of the whole enterprise. The authors are all well known in their disciplines and some are experts, internationally recognised in their fields. This book features essays by: David Daintree, Karl Schmude, Simon Haines, Kevin Donnelly, Matthew Lesh, Chris Berg & Bella d'Abrera, David Furse-Roberts, Greg Melleuish, Steven Schwartz, Blaise Joseph, James Franklin, Christopher Allen, Richard Gill, Jeremy Bell, Barry Spurr, David Brooks, Natalie Kennedy, Sarah Williams, Sarah Lawrence, Ivan Francis Head. (shrink)

The emergence and development of 'national sciences' in Latin American countries were not, until very recently, part of the agenda of historians of science because the 'traditional' history of sciences was not interested in the scientific activity of peripheral areas. The history of science is a recent discipline in Mexican historiographic studies. The methodological interest in the history of science, the creation of schools and institutes that deal with it, the establishment of particular chairs, the organization (...) of national societies, and the publication of books and periodicals are all very recent. It is important to carry out studies in the history of science that examine the development of Mexican science introducing the 'local' context, and study how this development has influenced the formation of scientific societies and the development of scientific disciplines in the country. We want to explore the introduction of genetics in Mexico as applied to agriculture between 1930 and 1960. This matter has not been investigated in Mexico and therefore this work would represent one of the first studies of this subject and one of the first studies in the general field of Mexican scientific history. (shrink)

In recent years, many disciplines have become interested in the scientific study of morality. However, a conceptual framework for this work is still lacking. In The Moral Background, Gabriel Abend develops just such a framework and uses it to investigate the history of business ethics in the United States from the 1850s to the 1930s. According to Abend, morality consists of three levels: moral and immoral behavior, or the behavioral level; moral understandings and norms, or the normative level; and (...) the moral background, which includes what moral concepts exist in a society, what moral methods can be used, what reasons can be given, and what objects can be morally evaluated at all. This background underlies the behavioral and normative levels; it supports, facilitates, and enables them. Through this perspective, Abend historically examines the work of numerous business ethicists and organizations--such as Protestant ministers, business associations, and business schools--and identifies two types of moral background. "Standards of Practice" is characterized by its scientific worldview, moral relativism, and emphasis on individuals' actions and decisions. The "Christian Merchant" type is characterized by its Christian worldview, moral objectivism, and conception of a person's life as a unity. The Moral Background offers both an original account of the history of business ethics and a novel framework for understanding and investigating morality in general. (shrink)

In Fortunes of History Donald R. Kelley offers an authoritative examination of historical writing during the "long nineteenth century"--the years from the French Revolution to those just after the First World War. He provides a comprehensive analysis of the theories and practices of British, French, German, Italian, and American schools of historical thought, their principal figures, and their distinctive methods and self-understandings. Kelley treats the modern traditions of European world and national historiography from the Enlightenment to the "new histories" (...) of the twentieth century, attending not only to major authors and schools but also to methods, scholarship, criticisms, controversies, ideological questions, and relations to other disciplines. (shrink)

*Winner of the American Society for Aesthetics 2019 Outstanding Monograph Prize* Until now, research on art schools has been largely occupied with the facts of particular schools and teachers. This book presents a philosophical account of the underlying practices and ideas that have come to shape contemporary art school teaching in the UK, US and Europe. It analyses two models that, hidden beneath the diversity of contemporary artist training, have come to dominate art schools. The first of these is (...) essentially an old approach: a training guided by the artistic values of a single artist-teacher. The second dates from the 1960s, and is based around the group crit, in which diverse voices contribute to an artist’s development. Understanding the underlying principles and possibilities of these two models, which sit together in an uneasy tension, gives new insights into the character of contemporary art school teaching, demonstrating how art schools shape art and artists, how they can be a potent engine of creativity in contemporary culture and how they contribute to artistic research. A Philosophy of the Art School draws on first-hand accounts of art school teaching, and is deeply informed by disciplines ranging from art history and art theory, to the philosophy of art, education and creativity. (shrink)

Child analysis has occupied a special place in the history of psychoanalysis because of the challenges it poses to practitioners and the clashes it has provoked among its advocates. Since the early days in Vienna under Sigmund Freud child psychoanalysts have tried to comprehend and make comprehensible to others the psychosomatic troubles of childhood and to adapt clinical and therapeutic approaches to all the stages of development of the baby, the child, the adolescent and the young adult. Claudine and (...) Pierre Geissmann trace the history and development of child analysis over the last century and assess the contributions made by pioneers of the discipline, whose efforts to expand its theoretical foundations led to conflict between schools of thought, most notably to the rift between Anna Freud and Melanie Klein. Now taught and practised widely in Europe, the USA and South America, child and adolescent psychoanalysis is unique in the insight it gives into the psychological aspects of child development, and in the therapeutic benefits it can bring both to the child and its family. (shrink)

Biosemiotics is the synthesis of biology and semiotics, and its main purpose is to show that semiosis is a fundamental component of life, i.e., that signs and meaning exist in all living systems. This idea started circulating in the 1960s and was proposed independently from enquires taking place at both ends of the Scala Naturae. At the molecular end it was expressed by Howard Pattee’s analysis of the genetic code, whereas at the human end it took the form of Thomas (...) Sebeok’s investigation into the biological roots of culture. Other proposals appeared in the years that followed and gave origin to different theoretical frameworks, or different schools, of biosemiotics. They are: (1) the physical biosemiotics of Howard Pattee and its extension in Darwinian biosemiotics by Howard Pattee and by Terrence Deacon, (2) the zoosemiotics proposed by Thomas Sebeok and its extension in sign biosemiotics developed by Thomas Sebeok and by Jesper Hoffmeyer, (3) the code biosemiotics of Marcello Barbieri and (4) the hermeneutic biosemiotics of Anton Markoš. The differences that exist between the schools are a consequence of their different models of semiosis, but that is only the tip of the iceberg. In reality they go much deeper and concern the very nature of the new discipline. Is biosemiotics only a new way of looking at the known facts of biology or does it predict new facts? Does biosemiotics consist of testable hypotheses? Does it add anything to the history of life and to our understanding of evolution? These are the major issues of the young discipline, and the purpose of the present paper is to illustrate them by describing the origin and the historical development of its main schools. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Got Ethics? Envisioning and Evaluating the Future of Our Guild and DisciplineStacey M. Floyd-Thomas (bio)IN LIGHT OF THE SOCIETY OF CHRISTIAN ETHICS’ TWENTY-First Century and 2020 Initiatives, several ad hoc committees and working groups have examined the fate and future of both the Society and the field of Christian ethics. The stated purposes of these initiatives and their correlative task forces were to think about a new era that (...) is ostensibly different from the state of the discipline of Christian ethics and the demographics of the Society in the past. In effect, each initiative was charged with addressing the evolving needs of our field, particularly giving attention to our mission, membership, meeting, media, management, and mass appeal. There has also been considerable attention paid to our relevance in an academy and society where underrepresented groups of color are no longer minorities in the demographic composition of the United States. Further, numerous discussions have focused on the shifting dynamics of a global and postsecular age. Each initiative therefore chose to focus its attention on the practices of the Society in order to expand our ethical conversations with ethicists in other cultures, traditions, and institutional settings. Finally, each initiative executed its own inventory, and recommendations to the board and membership emerged.The 2016 preconference workshop titled “Got Ethics?” was a roundtable discussion that was an effort to make good on the hard work of those initiatives and the good intentions of the SCE board. Herein four ethicists—namely, Gloria Albrecht, Agnes Chiu, Gary Dorrien, and Miguel De La Torre, joined me in the quest to revisit the implications that a diverse demographic and discipline as well as the developing global context may pose for the future of our scholarship and society. Each panelist stated hard truths for these troubling times that poignantly mark both the crises of theological education and the church, and even more urgently for the future of our discipline and our Society as Christian ethicists. [End Page 195]Gary Dorrien offered a rigorous overview of the history of Christian social ethics that coalesced around the ever-growing gap that threatens its viability:Today, as in previous generations, some ethicists work hard at straddling the divide between social justice activism and disciplinary scholarship. For many of us, our purview consists entirely of ethicists fitting this description. All of us up here work hard at doing both things and we struggle with the trade-offs of doing so. I have completed my assignment and my time is up, but I have a cautionary conclusion. Unlike previous generations of social ethicists, we cannot assume that our field has a future. The existence of our field is in jeopardy except in Catholic institutions. On the road I have talked with many academic administrators who are skeptical that their schools need to teach anything called Christian ethics or comparative religious ethics or social ethics. We cannot settle for merely asserting that our work is relevant and that our field has an established standing. The weight of presumption is shifting against us. The field is shrinking, and we must prove that our work is substantial and relevant.1As Dorrien traces the history of social ethics as a discipline, beginning with the rise of the Social Gospel and its modern social consciousness, he also causes us to reflect on our postmodern consciousness as well. Social ethics began with black and white Social Gospel ministers who preached radical social change; however, Reinhold Niebuhr’s Christian realism tempered this radical vision, moving the discipline in a more moderate direction. Today social ethics remains in a crisis of identity and relevance, caught between the need to establish itself as a discipline in its own right and the ethical exigency of speaking directly to social injustices.As an emerging moral theologian, Agnes Chiu echoes Dorrien’s perspective by asserting thatChristian ethics is a discipline that intersects and calls for Christian engagement with the world. It enables Christianity to be relevant because it deals with issues with which the world wrestles such as justice, conflicts, and human dignity. Theologians have long warned against the danger of irrelevancy and indifference by both our discipline and the... (shrink)