The historical features of the playing of the flute group in the symphony orchestra, the ability of soloists-instrumentalists to be performers of a single group and a single whole among the large composition of members of the symphony orchestra are analyzed. The authors substantiate the expediency of the development of instrumental musicians first of all as orchestra players, and then as solo performers. The aim and the tasks: to analyze the historical development of the ensemble playing of the (...) flute group as part of the symphony orchestra. The tasks of the research are the analysis of publications on this issue and the selection of the necessary components for playing a group of flutes in a symphony orchestra.Research methods: the research methodology consists of the ratio of traditional and modern expedient, ascent from individual to generalized (generalizing principle) from abstract to concrete. Research results: a wide range of research on the musical performance process from the New Age to the present is analyzed. Analysis of new modern concepts of training of instrumental musicians in institutions of higher education is carried out. The European search for new forms is characterized by the search for objective regularities in music education of past centuries, taking into account the modern demand for orchestra players on the European labor market. Discussion. What should come first in the training of an orchestra playerindividual classes or his training in a team. Conclusion. Thus, the analysis of the historical development of the ensemble playing of the flute group in the symphony orchestra allowed us to draw the following conclusions: during the reign of the classicism and romantic styles, an understanding of the necessary components for a symphony orchestra artist in the flute group was formed: a the component of pure vertical and horizontal intonation; a the component to feel the dynamic balance of all participants in the ensemble playing of the flute group as part of the symphony orchestra; a component of the timbre fusion of the flute group and full sounding in different registers; a component understanding in performing strokes in groups of flutes; a component of expressiveness and vivid phrasing of the ensemble playing of a group of flutes as part of a symphony orchestra; a component of metrorhythmic feeling in ensemble playing; a component of the collective understanding of style by a group of flautists in a symphony orchestra. All these components in their unity will allow the group of flutes to sound as a single harmonious whole. (shrink)

This book re-theorizes the relationship between pedagogy and play. The authors suggest that pedagogical play is characterized by conceptual reciprocity (a pedagogical approach for supporting children's academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child's motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a (...) research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child's cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child's learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play. (shrink)

This paper makes a distinction between ahistorical causal-functional kinds and historical kinds, which include both type- and token-historical kinds, some of which are “copied kinds.” After showing how these distinctions play out in various social sciences, a number of reasons are put forward for the historical individuation of some social kinds. As in the natural sciences, historical individuation in the social sciences can enable us to infer common causes, explain synchronic causal properties, and discover exceptions to (...) causal regularities, among other epistemic aims. (shrink)

This article explores the religious interpretation of play philosophy across different historical periods and contexts, from ancient Greek thought to contemporary digital media. Drawing on the works of prominent philosophers such as Heraclitus, Plato, Nietzsche, Heidegger, and Huizinga, as well as recent scholarship on digital media and religion, the article examines the role of play in shaping religious thought, practice and experience. It consists of three main sections, focusing on divine play in ancient Greek philosophy, the religious connotations of (...) the ‘playful order’ in the works of Nietzsche, Heidegger, and Huizinga, and the transformative potential of video games as a medium for religious expression and exploration. Contribution: By synthesising diverse perspectives and examining the religious implications of play philosophy in various contexts, this study offers new insights into the relationship between the divine and humanity, and the significance of play in religious life. It also highlights the potential of digital media to provide innovative avenues for religious exploration, fostering a deeper understanding of the role of play in both historical and contemporary religious contexts. (shrink)

Early Learning and Development provides a unique synthesis of cultural-historical theory from Vygotsky, Elkonin and Leontiev in the twentieth century to the ground-breaking research of scholars such as Siraj-Blatchford, Kratsova and Hedegaard today. It demonstrates how development and learning are culturally embedded and institutionally defined, and it reflects specifically upon the implications for the early childhood profession. Divided into parts, with succinct chapters that build upon knowledge progressively, the everyday lives of children at home, in the community, at pre-school (...) and at school are discussed in the context of child development and pedagogy. The book explicitly problematises the foundations of early childhood education, inviting postgraduates, researchers and academics to drill down into specific areas of international discourse, and extending upper-level undergraduates beyond the fundamental underpinnings of their learning. Ultimately Early Learning and Development offers new models of 'conceptual play' practice and theory within a globally resonant, cultural-historical framework. (shrink)

This paper attempts to reconcile, what appear to be, two conflicting accounts of authenticity in Heidegger’s thought. Authenticity in Being and Time is commonly interpreted in ‘existentialist’ terms as willful commitment and resoluteness in the face of one’s own death but, by the late 1930’s, is reintroduced in terms of Gelassenheit, as a non-willful openness that “lets beings be.” By employing Heidegger’s conception of authentic historicality , understood as the retrieval of Dasein’s past, and drawing on his writings on Hölderlin (...) in the 1930’s and 1940’s, I suggest that the ancient interpretation of leisure and festivity may play an important role in unifying these conflicting accounts. Genuine leisure, interpreted as a form of play , frees us from inauthentic busy-ness and gives us an opening to face the abyssal nature of our own being and the mystery that “beings are” in the first place. To this end, leisure re-connects us with wonder as the original temperament of Western thought. In leisurely wonder, the authentic self does not seek purposive mastery and control over beings but calmly accepts the unsettledness of being and is, as a result, allowed into the original openness or space of play of time that lets beings emerge-into-presence on their own terms. (shrink)

The _play of formulas_ is a new theory designed to explain the manner in which discourses (Suttas, Sūtras) were composed in the early Buddhist tradition, focusing at present mainly on the _Dīgha-_ and _Majjhima- Nikāyas_ (the collections of the Buddha’s Long and Middle-length discourses). This theory combats the commonly accepted views that texts are mainly an attempt to record and preserve the Buddha’s teachings and life events, and that the best way to understand their history is to compare parallel versions (...) of them. By identifying the creative, mainly the literary, vectors alive in the shaping of the texts, the theory explains how discourses are the products of formulas, which themselves are the primary texts of early Buddhism. Formulas combine in order to produce meaningful textual patterns, with little account of historical context and with much interest in aesthetic appeal and emotive potency. Formulas connect according to set narrative designs, in which different types of audiences are represented not only through unique formulas, but also with their specific narrative trajectories and complementing doctrinal emphases. It is not that the early authors were not at all interested in safeguarding the tradition. It is only that there was much more going on, and that thinking about the texts in this way misses their entertaining faces and ignores their beauty. These probably tell us more about what the early discourses actually were for the people that first produced and studied them than dry philosophical doctrine. (shrink)

Although every emerging infectious disease occurs in a unique context, the behaviour of previous pandemics offers an insight into the medium- and long-term outcomes of the current threat. Where an informative historical analogue exists, epidemiologists and policymakers should consider how the insights of the past can inform current forecasts and responses.

The notion of a hypothesis being deployed essentially in the derivation of a novel prediction plays a key role in the deployment realist reply to Laudan’s and Lyon’s attacks to the No Miracle Argument. However Lyons criticized Psillos’ criterion of essentiality, urging deployment realists to abandon this requirement altogether and accept as true all the assumptions actually deployed in novel predictions. But since many false assumptions were actually deployed in novel predictions, he concludes that the “no miracle argument” and (...) deployment realism fail. I reply that the essentiality condition is required by Occam’s razor, and a “no miracle argument” deprived of that condition is a straw man. While Lyons’ criticisms of Psillos’ formalization of essentiality may be well taken, I suggest that there is a simpler formulation which escapes those criticisms and is enough to deal with the supposed counterexamples to the No Miracle Argument and deployment realism: a hypothesis is essential when it does not have a proper part (in Yablo’s sense) from which the prediction could also be derived. I then show how this condition rescues deployment realism from Lyons’ purported historical counterexamples. Essentiality in this sense cannot be detected prospectively, but this is just what we should expect, and far from causing problems for deployment realists, this frees them from unreasonable obligations. (shrink)

Philosophy has a schizophrenic relationship with games. On the one hand, philosophers love using games as model, arguing that phenomena as diverse as linguistic meaning, meta‐ethics, normative ethics, applied ethics, law, and aesthetics can be illuminated via an analogy with games. On the other hand, there is scant focused discussion of the concept of a game as such. This is problematic; the appeal to games as a model to clarify philosophically puzzling questions has limited utility if games themselves (and the (...) concept of a game) are poorly understood. Moreover, playing games plausibly is an important element in a good life; anyone interested in the theory of welfare, a traditional philosophical topic, should be interested in games. We play games, but if anything, play itself has been more neglected by philosophers than games. This neglect is unwarranted. Historically, philosophy has investigated foundational questions about human nature, and a disposition to play plausibly is a deep part of human nature. Moreover, play is an important concept in evolutionary biology and psychology, yet those working in those fields struggle to define the concept to their own satisfaction. E.O. Wilson went so far as to remark that “no behavioural concept has proved more ill‐defined, elusive, controversial, and even unfashionable than play.” One might have hoped philosophers could help here. In this paper, I provide an opinionated introduction to the philosophy of play and games. (shrink)

Gadamer's discussion of play occurs as part of his effort to develop a philosophical hermeneutics, or a theory of interpretation, that attempts to reconcile two apparently opposed concepts, namely, universality and historicity. Heidegger's “hermeneutic of facticity”, or the existential structure of understanding, as developed in Being and Time, has an important influence on Gadamer's efforts to develop an historical and universal account of interpretation. It leads Gadamer to criticize traditional views of “aesthetic” and “historical” consciousness because of their (...) failure to adequately account for the “unique, originary experiences” of human beings, such as play, which are basic both to our inherence in the world and our self‐experience. Gadamer holds that the universality of the hermeneutical experience can be approached from any starting point. Play, human action in general, speech and writing, language use, etc., are intentional phenomena and have intentional properties. (shrink)

The paper seeks to defend the following view. Aesthetic experience is historically contingent. Each of us is situated at a unique point in space and time, from which standpoint we continuously imagine our personal, and our collective, history. Our experience of any object of aesthetic intention is susceptible of being influenced by associations, that is by our locating the contemplated object in relation to some part or parts of this imagined history. We should not be embarrassed by the role that (...) such contingent associations play in our aesthetic life. In contemplating a work of art, as in loving or desiring another person, we focus intently upon the single object, but its value to us is enhanced by our seeing it from and through and in the light of our personal and collective 'historical' imagination. (shrink)

_ Source: _Volume 10, Issue 3, pp 433 - 440 Historical explanations are a form of counterfactual history. To offer an explanation of what happened, historians have to identify causes, and whenever they identify causes, they immediately conjure up a counterfactual history, a parallel world. No one doubts that there is a great deal of distance between science fiction novelists and the world’s great historians, but along an important dimension, they are playing the same game.

The historical origins of the Kyoto School of Philosophy of modern Japan, represented by Kitaro Nishida and Hajime Tanabe, may be derived from both the ancient Chinese idea of Change and the ancient Indian Upanishadic idea of the mutual identity of Brahman and Atman. The ancient Chinese idea of Change signifies change as well as non-change, and even their dialectical unification. Both origins are structured by the self-identity of the opposed in logic, and these historical prototypes have been (...) developed into the various forms of Confucian, Taoist, and Buddhist philosophy. The notion of Nothingness or Emptiness rather than Being has been set up as the fundamental principle. The principle of Nothingness as ultimate reality has been connected with the logic of self-identity of theopposed, and this is evident in Nishida’s concept of the self-identity in absolute contradistinction that is equivalent to the Place of Absolute Nothingness. Even though Nishida’s idea of Place is directly and explicitly influenced by the ancient Greek idea of Topos, it has indirectly and implicitly been affected by the traditional agricultural society as well, in which the land is regarded as the self-identical substratum despite the cyclic time of the four-seasons change. The ancient Chinese idea of Change also reflects the agricultural society in which the cyclic time plays an important role on the basis of the unchanging self-identical land as the underlying substratum. Nishida succeeds in establishing the new logical expression of Eastern traditional thought, deeply hidden in consciousness, in relation toWestern philosophy. The uniqueness of Nishida’s idea of Place may have its main source in the traditional agricultural background, and in this sense his way of thinking may be rural in character. On the other hand, Tanabe, though following Nishida at first, turns to making criticism of the mentor with the establishment of the triadic logic of species as the dialectic, which is characterized by the perpetual self-negating conversion in action. In contrast to Nishida, Tanabe represents the urban type of thinking, which is in pursuit of transforming in life. While Nishida’s idea of Absolute Nothingness has an affinity with the ancient Chinese philosopher Laotzu’s idea of Nothingness from and into which every entity comes and goes, Tanabe’s concept of Absolute Nothingness as the principle ofconversion is more closed to the Buddhist idea of sunyata, i.e., Emptiness, which is devoid of any substance in itself. As regards evil, the difference between them is obvious in that for Nishida evil and time or history disappear into the ultimate horizon or place of Nothingness with the tendency toward a kind of monism of goodness, whereas for Tanabe evil copes with goodness and retains its own status throughout, never being reduced to the opposed. Even if so, both of them, however, fail to construct a philosophy of history from the epochal or durational viewpoint, compared to Heidegger and Jaspers. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Theology of Play and the Play of Theology in Thomas AquinasDavid L. Whidden IIISTUDENTS OF THOMAS AQUINAS have argued over many issues in the last 150 years or so; in fact, it is nearly impossible to get out of the very first question of the Summa Theologiae without entering into a century-long debate about the status of sacred doctrine as an Aristotelian science. We ponder whether theology meets (...) the requirements of a scientia and argue about just how to understand the task of theology in the face of Aquinas’s concern about theology as a scientia. Part of this ongoing argument is shaped by the philosophical and epistemological needs of theologians attempting to justify their positions in an academic world driven by the secular and scientific norms of the Enlightenment. Additionally, some interest in theology as a scientia is driven by the desire to provide a philosophically acceptable alternative to secular forms of reason—thus Leo’s XIII’s promotion of Thomistic philosophy.The interest in theology as a science was shaped by the historical work of Chenu in his influential articles on the topic and then by almost every other important Thomist in the last fifty years.1 Theology as a scientia is such a pressing topic that it would almost be fair to say that Thomists have developed their own scientia of theology as a scientia. [End Page 273]Beyond the modern and, perhaps, postmodern concerns driving this interest, there are good reasons to pay attention to Aquinas on the status of theology. If we focus on theology as a scientia, it is because Aquinas invites us to do so by taking up this question in one form or another at the beginning of his major theological syntheses. We are, after all, only following his lead and pondering with him just what we are thinking about, and how we are thinking, when we think about God.Within the Thomistic corpus there is, however, a minority report with regard to the status of theology. In his prologue to his commentary on Boethius’s Hebdomads, Aquinas looks at theology in a very different way, one that can supplement our understanding of sacred doctrine in its role as both an intellectual and an affective enterprise. In this commentary Aquinas journeys into a different territory and explores theology, not as a scientia, but as a kind of play—a play that evokes delight and pleasure in the one who pursues wisdom.My approach will be first to describe Aquinas’s theology with regard to regular play—the kind of recreational activities we all engage in, whether they are physical or verbal. He takes up the question of the morality of play in several places and in a way that will inform our understanding of what he means when he describes theology as play. With this understanding of regular play in place, we will then explore theology as play, based on the supposition that there is something analogical between regular play and theology as play. I will finish with some reflections on how this might contribute to our present understanding of theological work.IWhile he scatters comments about play across his corpus and mentions it in all of his theological syntheses, Aquinas gives sustained attention to play in two places: first, in his commentary on Aristotle’s Ethics, and second, in question 168 of the Secunda secundae (in the treatise on temperance) of the Summa theologiae. From the outset one will notice that one of [End Page 274] the difficulties in thinking about play with Aquinas is that the Latin word for play, ludo, is multivalent, difficult to translate, and so can sometimes mean recreational games, sometimes word play, and sometimes making fun of or deriding someone.2 Even the context does not always make it clear exactly how Aquinas is talking about play.In these two sustained treatments of play Aquinas is concerned with two main issues: first, the purpose of play; second, the morality of games and how they can be approached virtuously—with proper order. That is, he is concerned with the why and the how of games.Aquinas pursues these issues in his commentary... (shrink)

Why does one theory "succeed" while another, possibly clearer interpretation, fails? By exploring two observationally equivalent yet conceptually incompatible views of quantum mechanics, James T. Cushing shows how historical contingency can be crucial to determining a theory's construction and its position among competing views. Since the late 1920s, the theory formulated by Niels Bohr and his colleagues at Copenhagen has been the dominant interpretation of quantum mechanics. Yet an alternative interpretation, rooted in the work of Louis de Broglie in (...) the early 1920s and reformulated and extended by David Bohm in the 1950s, equally well explains the observational data. Through a detailed historical and sociological study of the physicists who developed different theories of quantum mechanics, the debates within and between opposing camps, and the receptions given to each theory, Cushing shows that despite the preeminence of the Copenhagen view, the Bohm interpretation cannot be ignored. Cushing contends that the Copenhagen interpretation became widely accepted not because it is a better explanation of subatomic phenomena than is Bohm's, but because it happened to appear first. Focusing on the philosophical, social, and cultural forces that shaped one of the most important developments in modern physics, this provocative book examines the role that timing can play in the establishment of theory and explanation. (shrink)

How can we increase awareness and understanding of other cultures using interactive digital visualizations of past civilizations? In order to answer the above question, this book first examines the needs and requirements of virtual travelers and virtual tourists. Is there a market for virtual travel? Erik Champion examines the overall success of current virtual environments, especially the phenomenon of computer gaming. Why are computer games and simulations so much more successful than other types of virtual environments? Arguments that virtual environments (...) are impeded by technological constraints or by a paucity of evaluation studies can only be partially correct, for computer games and simulations are also virtual environments. Many of the underlying issues are caused by a lack of engagement with the philosophical underpinnings of culture, presence and inhabitation, and there are few exemplars that engage the public with history and heritage using interactive media in a meaningful and relevant manner. The intention of Playing With the Past is to help designers and critics understand the issues involved in creating virtual environments that promote and disseminate historical learning and cultural heritage through a close study of the interactive design principles at work behind both real and virtual places. Topics discussed include the design of virtual environments, and especially virtual heritage environments, virtual place-making, cultural presence, the pros and cons of game-style interaction, augmented reality projects, and appropriate evaluation methods. Virtual heritage environments discussed in the book include projects from Antarctica, Australia, Mexico, Malta, Egypt, Babylon, the Netherlands, Cambodia, and India. (shrink)

This article traces the historical co-evolution of microbiology, bacteriology, and virology, framed within industrial and agricultural contexts, as well as their role in colonial and national history between the end of the 19th century and the first decades of the 20th century. The epistemology of germ theory, coupled with the economic interests of European colonies, has shaped the understanding of human-microbial relationships in a reductionist way. We explore a brief history of the medical and biological sciences, focusing on microbes (...) and the difficulty of implementing germ theory outside of biology laboratories. Furthermore, we highlight the work of Lynn Margulis, who conceptualized microbes within their ecological contexts. Such research shows the active role microbes play in handling life-sustaining biological and biochemical processes. We outline how the industrial and technological advancements of the last two centuries not only impacted almost all human societies, but also changed the world on microbial, biological, and geological levels. The narration of these histories is a complex task, and depends on how national, international, and intergovernmental institutions (such as the World Health Organization) conceive of the selective environmental pressures exerted by industry and biotechnological companies. (shrink)

Journal of Philosophy of Education, EarlyView.

The second edition of Play in the Early Years provides a comprehensive introduction to pedagogy and play in early years education settings. Drawing on classical and contemporary theories, this text examines social, cultural and institutional approaches to play, and explores a range of strategies for successfully integrating play into classrooms. Thoroughly revised to include the latest methods and research, this edition features new material on intentional teaching, play as learning, digital play, and discipline-specific content. Two new chapters discuss post-structuralist and (...) cultural-historical conceptions of play, and extended practical examples link pedagogical practice to the Early Years Learning Framework and the Australian Curriculum. The text is pedagogically rich, and each chapter is supported by a comprehensive companion website which provides links to videos, readings and supplementary activities. Freshly presented in a new full colour layout and written in an engaging style, Play in the Early Years remains an essential resource for pre-service students and practitioners. (shrink)

The purpose of this article is to map the relationships of various moral arguments for action on climate change to each other in a particular case rather than to explore any single argument in depth or to make any abstract claims about the priorities among the arguments themselves. Specifically, it tries to show that “historical responsibility”, that is, responsibility for past emissions, is very important, although not quite in the way usually argued, but that it is not by itself (...) determinative. Other, independent considerations also greatly matter, although it happens that as a matter of fact all considerations strongly tend to converge towards the same conclusions about which states are responsible to act in order to slow climate change. “Historical responsibility” is shown to involve both contribution to, or causation of, climate change and benefit from climate change. Other factors that play roles in this case are ability to pay, the no-harm principle, and the duty to preserve the physical pre-conditions of human life. (shrink)

This chapter presents a conception of understanding where understanding emerges out of the joint experience of conversation. On this conception, understanding requires more than the pre-reflective acquisition of shared social meanings – a conception of understanding historically highlighted by existential phenomenologists. Beyond this, it requires what occurs in genuine conversation, namely, that one put one’s pre-reflective social meanings at risk in the process of critical self-reflection. Drawing from the hermeneutic phenomenology of Hans-Georg Gadamer, I argue that conversation is that joint (...) experience that gives rise to such critical self-reflection and that it is conversation’s play-structure in particular that makes it a source of understanding in this sense. (shrink)

Trumpeter Don Cherry was fond of saying that 'there is nothing more serious than fun'. And philosopher Hans Georg Gadamer seems to echo his words when he writes: 'Seriousness is not merely something that calls us away from play; rather, seriousness in playing is necessary to make the play wholly play'. Individuals, communities and cultures the world over delight in the play of musical sound and debate its play of meanings. For specialists, musical discussion often hinges on cryptic symbols and (...) impenetrable codes, but for everyone, understanding music relies on basic cognitive and social processes. By musicking together -- to borrow Christopher Smalls' evocative phrase for taking part in any way in musical activity -- we bond with one another and create shared meanings. We also define or express ourselves within and against a musical community and a historical and cultural tradition. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 41.4 (2003) 553-554 [Access article in PDF] Ruby Blondell. The Play of Character in Plato's Dialogues. New York: Cambridge University Press, 2002. Pp. xi + 452. Cloth, $75.00. Plato's dialogues were written before audiences distinguished philosophy from literature. Recently scholars have argued that the dialogues should be read as philosophy that is literature, and no one makes the case better than Blondell does (...) in this splendid work. Her argument compels by focusing on character in the relevant senses: as the dramatis personae of the dialogues, as that which individuates them and prompts them to act in ways that affect their very souls, and as "the effects of literary characterization on the moral character of the audience" (2). Character connects the dialogues as "literature," "philosophy," and paideia.In Plato's careful delineation of the characters of his dramatis personae, Blondell finds a tension between the existence of human particularity and the search for generic types. Socrates is a prime example of the dialectical movement between particularity and its attempted transcendence. Plato's choice to write dialogues is also "an assertion of human plurality" (49) that exhibits the pathos of trying to transcend human experience. "Dramatic form... becomes a medium for exploring the limits of transcendence, and the multiple tensions—between ideal and particular, mind and body, original and image, one and many, being and becoming, divine and human, deduction and persuasion, reason and emotion—which pervade the works of Plato" (50). Blondell's discussions of how dramatic form serves epistemological and pedagogical aims in Hippias Minor, Republic, Theaetetus, Sophist, and Statesman are so rich in insight and nuance that one hesitates to suggest they could be improved upon. Still, greater emphasis on the historical and cultural contexts shared by characters, author, and audience might add to our understanding of Plato's preoccupation with these specific philosophical tensions as well as his choice to address them through dramatic form.Blondell's discussion of Theaetetus is especially good in showing how "abstract epistemological issues... play themselves out in the world of specific, particularized human beings.... [I]t is this personal dimension of epistemology—the fact that we are particular, embodied individuals—that generates most of the problems in this dialogue (especially the reliability and subjectivity of sense perception)" (252). That philosophy, epistemology, and pedagogy come to be identified with Socrates also generates problems. Can there be philosophy without Socrates? To become a philosopher, must one resemble Socrates? If philosophy cannot go on without Socrates, how can it realize its aim of transcending human particularity? If philosophy can go on without him, will its practice and pedagogy nonetheless require dialectical discussion among embodied inquirers?No character in the dialogues appears a more likely successor to Socrates than Theaetetus. He resembles Socrates in appearance and character, and Blondell notes that repeated references to the younger man's gentleness and courage, and to his training in geometry, recall nothing so much as the guardians of the Republic. Theaetetus is the right kind of interlocutor, and one that allows Plato to portray—and defend—the elenchic Socrates, who merges with the "productive" Socrates in this dialogue. Before meeting Socrates, Theaetetus's attempts at philosophy were unsuccessful because he needed someone like himself to help him realize his philosophical potential. Socrates offers himself as [End Page 553] an intellectual midwife, yet Blondell observes that, his protestations to the contrary notwithstanding, he sometimes assumes the position and privileges of a father, and at other times is identified with philosophy as the object of desire. As an intellectual parent, Socrates demonstrates his superiority to Theodorus as the orphan's guardian. That Theodorus was Protagoras's pupil suggests one line of descent for Theaetetus: Protagoras—Theodorus—Theaetetus. Socrates' invocation of Parmenides suggests another: Parmenides—Socrates—Theaetetus. Different lines of descent bring different kinds of pedagogy: passive transference from Sophist to pupil versus active learning through dialectical discussion.But there is more to being a philosopher than what is found in Socrates or Theaetetus, for the ideal philosopher as Socrates describes him lacks... (shrink)

This paper is divided into two parts, this being the first one. The second is entitled ‘Historical and Epistemological Reflections on the Culture of Machines around Renaissance: Machines, Machineries and Perpetual Motion’ and will be published in Acta Baltica Historiae et Philosophiae Scientiarum in 2015. Based on our recent studies, we provide here a historical and epistemological feature on the role played by machines and machineries. Ours is an epistemological thesis based on a series of historical examples (...) to show that the relations between theoretical science and the construction of machines cannot be taken for granted, a priori. Our analysis is mainly based on the culture of machines around 15th and 17th centuries, namely the epoch of Late Renaissance and Early Modern Age. For this is the period of scientific revolution and this age offers abundant interesting material for researches into the relations of theoretical science/construction of machines as well. However, to prove our epistemological thesis, we will also exploit examples of machines built in other historical periods. Particularly, a discussion concerning the relationship between science theory and the development of science art crafts produced by non-recognized scientists in a certain historical time is presented. The main questions are: when and why did the tension between science give rise to a new scientific approach to applied discipline such as studies on machines and machineries? What kind of science was used for projecting machines and machineries? Was science at the time a necessary precondition to build a machine? In the first part we will focus on the difference between Aristotelian-Euclidean and Archimedean approaches and we will outline the heritage of these two different approaches in late medieval and Renaissance science. In the second part, we will apply our reconstructions to some historical and epistemological problems concerning the relations of science/technology/constructions of machines. The problem of perpetual motion will play an important role in this context. (shrink)

Background: Our theoretical perspectives direct our research processes. The article contributes to the debate on Cultural Historical Activity Theory (CHAT) and Dewey’s idea-based social constructivism, and to the debate on methodology and how the researcher’s theoretical stance guides the researcher in his or her work. Purpose: The article presents fundamental ideas within CHAT and Dewey’s idea-based social constructivism. The purpose of the text is to discuss and examine how ideas in these two theories guide educational research conducted within the (...) framework of these two approaches. Furthermore, the article aims to contribute to the discussion on CHAT and Dewey’s theory. Sources of evidence: Ideas based on Vygotsky’s theories, represented mainly by James Wertsch, Michael Cole, Barbara Rogoff and Yrjö Engeström, and Dewey’s ideas, are examined and discussed in relation to educational research. Furthermore, statements made by Mietinnen, Garrison and Rorty are taken into account in the discussion on the two outlined theories. Main argument: When CHAT and Dewey’s theory guide researchers in their work, they have to take the context or situation into consideration. Artefacts are treated as part of this context, and therefore have to be a focal point of the research. In educational research the classroom and the teacher are also central parts of the learning environment or context. The teacher is the one to form the learning environment in which the pupils think and act, and therefore, the teacher’s role in the classroom is important. If researchers are to manage to focus on pupils’ learning, they must direct their research focus both on the teacher as an organizer of the activities and on the collaborating and supporting processes between the teacher and the pupils, and between the pupils. This means that the research focus has to include both activity and dialogue, which includes processes in all their complexity. Conclusions: Mediating artefacts play a central role both in CHAT and Dewey’s theory. If the researcher is to ascertain what the pupils learn when using specific artefacts, he or she will have to study the activities or processes within which these learning aids are used. This indicates that the researcher has to study learning processes in progress. Garrison states that Dewey’s approach is a philosophy of cultural development. Miettinen finds that Dewey’s theory does not serve as the foundation for both historical and cultural analyses of action. I disagree with Rorty and Mietinnen, and rather follow Garrison’s lead. In both theories, social, cultural and historical factors are, in my opinion, viewed as decisive factors intertwined in what happens here and now. Therefore the setting that frames the activity with its social, cultural and historical aspects also has to be brought into focus in one’s research activity. (shrink)

Starting from the metaphor of “playing chamber music at a rock festival” used by Peter L. Berger in 1992 to describe the impact of The Social Construction of Reality on US sociology, this article works out how the book’s somewhat puzzling legacy as a bestseller and a classic with remarkably rare direct follow-ups in the US discourse can indeed be conceived. I argue that one needs to take into account the theoretical-historical context in which Berger and Luckmann developed their (...) ideas, including the specific forms of knowledge production in US sociology at the time, the institutional background of the book’s emergence at the New School for Social Research and the author’s biographical trajectories. On this basis, on can explain why Berger and Luckmann’s reformulation of the sociology of knowledge both perfectly met the 1960s Zeitgeist and at the same time remained theoretically marginal. (shrink)

This volume collects reflections on the role of philosophy in case studies in the history of science. Case studies have played a prominent role in recent history and philosophy of science. They have been used to illustrate, question, explore, or explicate philosophical points of view. Even if not explicitly so, historical narratives are always guided by philosophical background assumptions. But what happens if different philosophies lead to different narratives of the same historical episodes? Can historical case studies (...) decide between competing philosophical viewpoints? What are the criteria that a case study has to fulfill in order to be philosophically relevant? Bringing together leading practitioners in the fields of history and philosophy of the physical and the life sciences, this volume addresses this methodological problem and proposes ways of rendering explicit philosophical assumptions of historical work. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Historical Dictionary of Kant and KantianismJeffrey L. WilsonHelmut Holzhey and Vilem Mudroch. Historical Dictionary of Kant and Kantianism. Historical Dictionaries of Religions, Philosophies, and Movements, 60. Lanham, MD-Toronto-Oxford: The Scarecrow Press, 2005. Pp. xv + 374. Cloth, $75.00.The authors are emeritus professor and research associate (Wissenschaftlicher Mitarbeiter) at the University of Zurich. Although Holzhey is founding director of the Hermann Cohen Archive, Neokantianism is not (...) disproportionately represented here. The emphasis is on Kant, with supplementary treatment of Kant’s predecessors and successors adequate to grasp Kant’s role in various developments in the history of philosophy. At the same time, a reader interested in the various forms of Kantianism will find ample useful information here; for example, Kant’s influence on ethical socialism is documented from several different directions. Even without these supplements, this would be a formidably comprehensive treatment of the central terms in Kant’s writings from the pre-critical period through the Opus postumum. The authors include references to the Reflexionen (Notes and Fragments) where appropriate. They also helpfully adjudicate certain English translation problems from the perspective of native German speakers.A number of articles stand out as especially noteworthy. “Categories” traces this term from Kant’s 1770 Inaugural Dissertation through to its reception by Peirce and C. I. Lewis. “Copernican Revolution” gives in a brief article a surprisingly comprehensive treatment of Kant’s term and its probable origins that is based on very wide study of the scholarship. “Dimensions of Space” deftly clarifies Kant’s changing attitudes toward non-Euclidean geometries. “Ether” discusses Kant’s uses of the term in the Opus postumum against the background of his pre-critical works. “Hegel” is admirably balanced, summarizing Hegel’s encounter with Kant without trying to defend Kant against Hegel’s critique. “Mathematics” includes a breathtakingly concise overview of the philosophy of mathematics from Descartes through Hilbert. “Noumenon” provides a nuanced explication of this term and “thing in itself” based on the differing roles the two expressions play in Kant’s discourse. “Object” gives the clearest explanation of Kant’s use of this term the reviewer has seen anywhere. “Pre-Critical Philosophy” discusses every philosophically relevant aspect of this period of Kant’s writings and its significance for later developments. “Substance,” among other articles, highlights differences between the first and second editions of the Critique of Pure Reason. “World” outlines the developments in Kant’s views of the significance of this term for physics, astronomy, epistemology, ethics, and biology.Although one might assume that having only two authors for a reference work might result in a certain narrowness or bias, the presentation here is comprehensive and balanced. The dictionary has the feel of a project that has been ripening over the course of many years. The advantage of the two-author model is a consistency of voice that makes reading the dictionary through cover to cover pleasant and rewarding. The chronology and sketch of Kant’s life provide an excellent overview, and the judiciously selected bibliography is preceded by the best compact orientation to Kant scholarship available. The topical arrangement of the bibliography, while it creates some difficulty in locating a work cited in the text of the dictionary, allows a reader interested in one area of Kant to find the most important relevant secondary sources instantly.The reviewer is at pains to find something here to criticize. There is the occasional linguistic indiscretion, such as the unidiomatic “dignity to be happy.” The authors refer to Kant-Studien as “Kant Studies,” so that a reader might search in vain for a journal of this name. Such infelicities are notable because they are rare in this well-edited volume. Sometimes information might be better placed under another heading; the reviewer often noted defects in one article that were remedied in a related one. (Following up the cross-referenced terms was the solution in every case.) There are also occasional omissions. Distinguished Kant scholarship taking place in Latin America should be recognized. “Antinomy” overlooks the clearest definition of this term: a necessary conflict of reason with itself. “Cognition” neglects Kant’s puzzling references to “practical cognition” (praktische Erkenntnis). Christian August Crusius, mentioned in... (shrink)

This paper describes the use of a role-playing exercise to stimulate student interest and understanding in philosophical material. The exercise was designed to work with Hobbes’s articulation of the social contract in the “Leviathan,” but can be modified for any historical illustration of the social contract. The bulk of the paper explains the role-playing exercise, articulates its procedures, characters, and discusses its specific purpose. After explaining the game, the paper offers advice to instructors about the results to be expected (...) from using the exercise and how to relate the game to student assessment. (shrink)

At least since the seventeenth century, the strange combination of epistemological certainty and ontological power that characterizes mathematics has made it a major focus of philosophical, social, and cultural negotiation. In the eighteenth century, all of these factors were at play as mathematical thinkers struggled to assimilate and extend the analysis they had inherited from the seventeenth century. A combination of educational convictions and historical assumptions supported a humanistic mathematics essentially defined by its flexibility and breadth. This mathematics was (...) an expression of l’esprit humain, which was unfolding in a progressive historical narrative. The French Revolution dramatically altered the historical and educational landscapes that had supported this eighteenth‐century approach, and within thirty years Augustin Louis Cauchy had radically reconceptualized and restructured mathematics to be rigorous rather than narrative. (shrink)

Artikkelen ønsker å gi et konstruktivt bidrag til forståelsen og anvendelsen av fair play i en kroppsøvingsfaglig kontekst. Dette er et tema som er blitt aktualisert i og med at fair play er kommet inn som et sentralt element i kroppsøvingsfagets nye reviderte læreplan. Fair play omhandler regler, normer og verdier som skal gjelde ved idrettsutøvelse, og det er et etablert verdikonsept innenfor organisert idrettsliv og idrettsetisk forskning. I skolen, derimot, er fair play mindre kjent. Kroppsøvingsplanen hevder fair play omfatter (...) aspekter ved idrettsspillet som å overholde regler, vise hverandre respekt og gjøre hverandre gode. Hva betyr så dette? Hva vil det si å gjøre hverandre gode? Rommer det bare en teknisk eller også en sosialetisk kvalitet? Dersom det siste er tilfelle, bør det diskuteres hvilke danningskvaliteter det så ligger i det å gjøre hverandre gode i faget, og om disse har noen tilknytningspunkt til Aristoteles' klassiske dyder om rettferdighet, måtehold, mot og klokskap. Dette er de sentrale spørsmålene artikkelen reiser og prøver å gi noen svar på. Artikkelen ser først på fair play i kroppsøvingsfagets planer, for deretter å gi begrepet en nærmere etymologisk og ideologisk-historisk avklaring, med utgangspunkt i begrepene «fair» og «play». Videre drøftes fair play i lys av de aristoteliske dydene, relatert til kroppsøvingsfaglig kontekst og diskurs.Nøkkelord: kroppsøving, fair play, idrett, lek og danningEnglish summary: Fair play in Physical Education in the light of Aristotelian virtue ethicsThe aim of this article is to give a constructive contribution to the understanding and the application of the concept of fair play in the Physical Education context. This is a topic that has come into focus since fair play has been introduced as a central element in the newest revision of the subject curriculum. Fair play concerns the rules, norms, and values that apply to sports activities, and constitutes an established value concept within organized sports and research related to sports ethics. In schools, however, fair play is less known. The Physical Education curriculum states that fair play concerns aspects of sports and games such as adhering to rules, showing each other respect, and helping each other achieve. What, then, does this mean? What does it mean to help each other achieve? Does it entail purely technical, or also socio-ethical qualities? If the latter is the case, a discussion is needed as to what ethical formation qualities are involved in helping each other achieve in the subject and whether these have any connection to Aristotle's classical virtues of justice, moderation, courage, and wisdom. These are the central issues the article raises and attempts to shed some light on. The article takes a closer look at fair play in the curricula of Physical Education, moving on to an etymological and ideological-historical clarification of the concept, taking the concepts of fair and play as starting points. Further, it discusses fair play in the light of Aristotelian virtues, related to a Physical Education context and discourse. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Historical Destiny and National Socialism in Heidegger's 'Being and Time.'Robert C. ScharffJohannes Fritsche, Historical Destiny and National Socialism in Heidegger's 'Being and Time.'Berkeley: University of California Press, 1999. Pp. 356 + xix. Cloth, $60.00.Focusing on the relatively neglected fifth chapter of Being and Time's Division Two (BT, Sections 72-77), Fritsche argues that BT is an essentially political work. Even Victor Farías, although he talks of "shared (...) attitudes" and "implicit direction," settles for the conclusion that "in no sense can we read National Socialism into Being and Time, but we can identify philosophical beliefs that foreshadow Heidegger's later conviction."(Victor Farías, Heidegger and Nazism, trans. Paul Burrell and Gabriel R. Ricci [Philadelphia: Temple University Press, 1989], 60.) Fritsche, however, evidently intends to out-Farías Farías. For him, BT just is "a brilliant summary of the politics of the revolutionary Right" (xii; cf., xv, 216).Following Tom Rockmore, Fritsche insists that by grounding ontological inquiry in a distinction between authentic and inauthentic existence, Heidegger is "committed" to "a political understanding of human being" that "culminates" in the analysis of authentic historicity in Section 74 (29). According to Fritsche, BT proceeds, "in conventional metaphysical fashion," to work out a "hierarchical" presentation of the structures and activities of our existence as a "drama in three acts." The first act is Heidegger's analysis of the conflicted, inauthentic, "downward plunging" condition of everyday life. In act two, there arises out of this condition a "crisis" (of conscience) that calls for a "dramatic solution." The third act "consists in authentic Dasein stepping out of the world in which it has been living as ordinary Dasein, turning back to this world, and canceling it... in order to rerealize the past" (x, 29-30).Fritsche plays BT off primarily against three sources, Richard Wolin's Politics of Being (1990), articles by Peg Birmingham (1991), and Charles Guignon (1992), in order to distance BT from "decisionist," "anarchist," and "politically neutral" interpretations, respectively. Like this selection of foils, Fritsche's comparison of texts often seems merely convenient. In general, if two people use the same term, they probably mean the same thing; and key concepts are typically assumed to have uniform definitions. Hence, if Scheler speaks of a hierarchy of values and Hitler, of a hierarchy of races, they must be employing "the same logic" (108-9). And because vorlaufen [anticipating/running ahead] was the term used by right wing German authors to mythologize the gallant but foolish young "heroes of Langemarck" who "stepped out of their trenches, into the open," and "ran toward" French lines, one should also employ this image a "methodological ideal type to interpret Heidegger's concept of resoluteness" (3, 196, 233). Finally, Fritsche makes no systematic distinction between what an author has once said and what either we or the author might later make of it. Hence, if Heidegger says in 1933 that he is drawing on BT for political purposes, he must have had these purposes in mind when writing it ten years earlier (216ff.). And obviously, choosing "Volksgemeinschaft" to talk of community in BT's Section 74 already unmistakably reveals "Heidegger's option for National Socialism" (217-18).One need carry no brief for an apolitical Heidegger to see that Fritsche's reading is problematic on several levels. Heidegger's own account of BT's purpose and method is ignored rather than challenged. Numerous Heideggerian notions are construed, without [End Page 455] argument, as "really" being just right-wing political or "conventional metaphysical" usage. Moreover, categories of Left and Right are sometimes handled so loosely that, for example, Scheler writing in 1913, Heidegger writing in 1921-24, and Hitler in Mein Kampf, all must "belong" to the revolutionary Right, because they all privilege traditional Gemeinschaft over modern Gesellschaft. By the same reasoning, Heidegger's concept of historicity is "identical" to Scheler's and Hitler's. This has to be right because "Heidegger's text is just too excellent a summary of the revolutionary rightist notion to be the result of a somnambulistic thinking" (136). Fritsche's handling of technical terminology, when not outright political, often seems poorly... (shrink)

Source: Author: Marjan Khodamoradpour, Alireza Anushiravani Scott Fitzgerald’s The Great Gatsby has been adapted many times by different directors. However, the two prominent adaptations standing out throughout history are Jay Clayton’s 1974 adaptation as the most sincere rendering of the book, and the recently adapted movie by the Broadway director, Baz Luhrmann. The latter adaptation is important in that it has been accomplished in the age of technology, in 3D format, and at the time of the new readings, i.e. cultural (...) or new historical readings, of the novel. This paper is an endeavor to analyze the movie through John Fiske’s theory on media studies. Also, an effort has been made to see whether in this new adaptation, the idea of the new studies of the novel have been shown by the director, or else the movie is a mere representation of struggle for money discussed by the traditional Marxist scholars, metaphorically playing the old tunes. ]]>. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Historical Violence, Censorship, and the Serial Killer: The Case of American PsychoCarla Freccero (bio)R.L.: Do you believe in God?B.E.E.: Are you asking me if I was raised in a religious family or if I go to church? I was raised an agnostic. I don’t know—I hate to fly, I have a fear of flying. That means either that I have no faith in air traffic controllers or that (...) I’ve done something really bad, and this is God’s way of getting at me. Maybe I’m caught in the middle.... But no, I don’t believe in God. That’s such a strange thing to admit in an interview.—Robert Love, “Psycho Analysis,” Rolling Stone interview with Bret Easton EllisBefore Capitol Hill acts on these dimwitted proposals, we should remember what the writer Bret Easton Ellis might have said, but didn’t: “Doing bad stuff is wrong.”—Ted Rall, “Meet the Cusp Kids”US mass media has become a much-publicized target of censorious commentary within American public culture in recent years. Censorship, as E. S. Burt notes, may take at least two forms: philosophical censorship, such as that discussed by Leo Strauss’s Persecution and the Art of Writing, and the more commonly applied form of US censorship enacted against “pornography” or “obscenity.” Philosophical censorship, in this reading, entails the state’s persecution of message-bearing texts or utterances that counter the doxa and threaten to disrupt the state, while the second form of censorship involves “a language use that falls outside the interpretive scheme defining the work as the intentional act of a moral being” [Burt 25]. In the United States, state censorship of the first kind may perhaps be practiced through the “incitement to riot” escape clause provision in the First Amendment, while obscenity censorship—in certain forms—is explicitly written into legislation as excluded from speech protection.Extending Strauss’s argument to the liberal state, Burt suggests in effect that these two forms of censorship become related insofar as the state’s censorious intent is directed not so much at the content of the expression as at the degree to which it confirms the axiom, what Burt calls the “very fundamental, convening assumption of the... liberal state” [25] that “virtue is knowledge” [see Strauss 25]. Thus obscenity is a form of expression that cannot be interpreted as productive knowledge but instead as a certain repetitive excess, “dirt for dirt’s sake” [Burt, quoting Judge Woolsey 28]. The problem here, of course, is that such distinctions do not apply comfortably to that category of utterance termed the literary, and especially to the use of figurative language, where “art for art’s sake” can be [End Page 44] seen precisely to resemble the nonproductivity of obscenity. The text I am going to discuss in depth here, Bret Easton Ellis’s American Psycho, has been attacked on both grounds—as an active (and violent) disruption of the doxa that is also obscenely nonproductive of knowledge—and as such, it serves as an illustrative, and I will argue, noncoincidental, case of “censorship” in the liberal state.It may be useful here to begin by surveying and making distinctions among the various popular and popularized censorships in recent US media: Ice-T’s “Cop Killer” was probably the most authentic case of “philosophical” censorship, even though its silencing did not derive directly from the state (the liberal state often does not function in some of the ways supposed when the definition of censorship is restricted to state censorship). “Cop Killer” is a song about killing policemen, and thus came closest—in the list I am going to propose of silenced works—to tempting the state’s retaliation. It was written and sung by a black man (a black man who often plays a gangster and a cop in popular films), in a genre already regarded as threateningly disruptive to the state: rap. The result is that the CD containing this song was pulled from the shelves of music stores and can no longer be purchased. There was no trial. The author withdrew his work from public circulation in the face of... (shrink)

This Dictionary provides a wide range of coverage on a topic that has played a significant role in human society, from the early theoreticians and thinkers who proposed republican, democratic, and authoritarian innovations; to those who sought equality of classes, races, and genders; to those who insisted on hierarchy under a supreme leader, or god; and to those who had more practical economic, social, and ethical plans. This historical dictionary covers the most vital information on the persons, plans, and (...) attempts associated with utopianism that have been seen since ancient times. An introductory essay, chronology, 600 dictionary entries, an extensive bibliography, and an appendix listing the names and locations of utopian communities worldwide enable the reader to explore the Western mind's desire to improve the world and the lives of the people within it as utopianism has persisted over the centuries. (shrink)

Surging from the ontopoietic vital timing of life, human self-consciousness prompts the innermost desire to rise above its brute facts. Imaginatio creatrix inspires us to fabulate these facts into events and plots with personal significance attempting to delineate a life-course in life-stories within the ever-flowing stream – existence. Seeking their deep motivations, causes and concatenations, we fabulate relatively stabilized networks of interconnecting meaning – history. But to understand the meaning and sense of these networks’ reconfigurations call for the purpose and (...) telos of our endless undertaking; they remain always incomplete, carried onwards with the current of life, while fluctuating with personal experience in the play of memory. Facts and life stories, subjective desires and propensities, the circumambient world in its historical moves, creative logos and mythos, personal freedom and inward stirrings thrown in an enigmatic interplay, prompt our imperative thirst for the meaning of this course, its purpose and its fulfillment – the sense of it all. To disentangle all this animates the passions of the literary genius. The focus of this collection is to isolate the main arteries running through the intermingled forces prompting our quest to endow life with meaning. Papers by: Jadwiga Smith, Lawrence Kimmel, Alira Ashvo-Munoz, William D. Melaney, Imafedia Okhamafe, Michel Dion, Franck Dalmas, Ludmila Molodkina, Victor Gerald Rivas, Rebecca M. Painter, Matti Itkonen, Raymond J. Wilson III, Christopher S. Schreiner, Bruce Ross, Bernadette Prochaska, Tsung-I Dow, Jerre Collins, Cezary Jozef Olbromski, Victor Kocay, Roberto Verolini. (shrink)

Play takes up much of the time budget of young children, and many animals, but its importance in development remains contested. This comprehensive collection brings together multidisciplinary and developmental perspectives on the forms and functions of play in animals, children in different societies, and through the lifespan. The Cambridge Handbook of Play covers the evolution of play in animals, especially mammals; the development of play from infancy through childhood and into adulthood; historical and anthropological perspectives on play; theories and (...) methodologies; the role of play in children's learning; play in special groups such as children with impairments, or suffering political violence; and the practical applications of playwork and play therapy. Written by an international team of scholars from diverse disciplines such as psychology, education, neuroscience, sociology, evolutionary biology and anthropology, this essential reference presents the current state of the field in play research. (shrink)

The _Symposium_ is one of Plato’s most accessible dialogues, an engrossing historical document as well as an entertaining literary masterpiece. By uncovering the structural design of the dialogue, _Plato’s Dialectic at Play _aims at revealing a Plato for whom the dialogical form was not merely ornamentation or philosophical methodology but the essence of philosophical exploration: his dialectic is not only argument, it is also play. Careful analysis of each layer of the text leads cumulatively to a picture of the (...) dialogue’s underlying structure, related to both argument and myth, and shows that a dynamic link exists between Diotima’s higher mysteries and the organization of the dialogue as a whole. On this basis the authors argue that the _Symposium_, with its positive theory of art contained in the ascent to the Beautiful, may be viewed as a companion piece to the Republic, with its negative critique of the role of art in the context of the Good. Following Nietzsche’s suggestion and applying criteria developed by Mikhail Bakhtin, they further argue for seeing the _Symposium_ as the first novel. The book concludes with a comprehensive reevaluation of the significance of the _Symposium_ and its place in Plato’s thought generally, touching on major issues in Platonic scholarship: the nature of art, the body-soul connection, the problem of identity, the relationship between _mythos_ and logos, Platonic love, and the question of authorial writing and the vanishing signature of the absent Plato himself. (shrink)

An early proponent of the social sciences, Frédéric Le Play, was the occupant of senior positions within the French state in the mid- to late 19th century. He was writing at a time when science was ascending. There was for him no doubt that scientific observation, correctly applied, would allow him unmediated access to the truth. It is significant that Le Play was the organizer of a number of universal expositions because these expositions were used as vehicles to demonstrate the (...) ascendant position of western civilization. The fabrication of linear time is a history of progress requiring a vision of history analogous to the view offered the spectator at a diorama. Le Play employed the design principles and spirit of the diorama in his formulations for the social sciences, and L’Exposition Universelle of 1867 used the technology wherever it could. Both the gaze of the spectators and the objects viewed are part and products of the same particular and unique historical formation. Ideas of perception cannot be separated out from the conditions that make them possible. Vision and its effects are inseparable from the observing subject who is both a product of a particular historical moment and the site of certain practices. (shrink)

Islamic family law plays a significant role in minimizing the unpleasant effects of the family break up faced by the divorced women and their children by protecting their rights to financial support after divorce. This study undertakes to discuss the historical development of the financial rights after divorce applicable among the Muslims in the pre and post colonial periods, particularly with reference to the iddah maintenance, mut’ah, arrears of maintenance, and child maintenance. The study indicates that despite the (...) provisions were inconformity with the Islamic principles, the applications were restricted and influenced by the Shafi’i madhhab. However, the amount of iddah maintenance and mut’ah were substantial taking into account the standard of living of the Malay society in the 15th and 16th century. This means that the welfare of the divorced women was taken care of since the codification of the Islamic law and its implementation in the Malay society. (shrink)

This article aims to serve as an introductory discussion of the European Continental tradition of pedagogics, specifically from a North American perspective. It begins with an overview of the Continental tradition and its main figures. Here, we find a philosophical and, thus, language-sensitive attitude toward the human, the child; and a specific pedagogical terminology, i.e., descriptions and interpretations about the reality of education, such as educational practices, goals, norms, and organizational forms of educational institutions. John Dewey's educational theories exemplify the (...) North American perspective on Continental pedagogics and its study of the fundamental nature of knowledge, reality, and existence. Dewey's writings diverge notably from this tradition, as he integrated into his work American pragmatism and an interest in the scientific method, an interest that plays a role in today's policy trends in the United States and elsewhere. Then again, Dewey took a critical stand toward instrumentalizing pedagogics for political aims. On this point, the German-born political philosopher Hannah Arendt agreed with him. As Arendt can be seen as an example of a Continental perspective on philosophy that includes a strong warning to separate politics and education, she relates to Dewey's argument against instrumentalization. Thus, this article also features some of her work. The overall intention is to contribute to a renewal of a language for pedagogics by delineating a historical-philosophical perspective on this specific field of professional practice. (shrink)