This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in (...) the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Balfour replies to criticisms by Watson regarding Balfour's earlier book, A Defense of Philosophical Doubt.

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.4 (2004) 71-80 [Access article in PDF] The Arts and the Creation of Mind: Eisner's Contributions to the Arts in Education Arthur Efland Professor Emeritus, Department of Art Education The Ohio State University In the last four years at least three books in arts education have dealt with the subject of cognition in relation to the arts. I refer to Charles Dorn's Mind (...) in Art, my book Art and Cognition, and Elliot Eisner's The Arts and the Creation of Mind, with the publication of the latter providing the occasion for this article.1 Each of these texts makes its case for the arts in education on somewhat similar grounds. All three share the view that the creation and understanding of works of art, though endowed with feeling and emotion, are nevertheless cognitive endeavors. But why have so many books appeared on the topic of cognition at this time? To answer this question it becomes necessary to describe the changes in our understanding of cognition and the problems these have created for the arts in education.Once cognition was the term used to designate propositional thinking with verbal and numerical symbols, whereas the current sense of the term embraces all forms of thought including mental images obtained through perception. In short it includes all forms of sentience by which the human organism comes to know itself and its environment. This change was to have a major impact upon curriculum reform initiatives in all studies but it was to have a revolutionary impact upon education in the arts for reasons explained later in this essay. However, an adequate story of cognition in the arts cannot be told without a discussion of Eisner's contributions to this discourse. The Waning of Behaviorism For the first half of the twentieth century the psychology that dominated educational practice was behaviorism. Its proponents included psychologists like Edward L. Thorndike, James B. Watson, and B.F. Skinner.2 Each strove to create a science of psychology that would match the rigor of physics or chemistry, where causes in relation to effects would be carefully observed and measured, making the explanation, prediction, and control of phenomena possible, especially those behaviors that fall under the control of the classroom teacher. The formation of connections called stimulus-response (S-R) bonds had become the molar unit to explain learning, much [End Page 71] like the way that differences in the structure of the atom was used to explain the behavior of the chemical elements of the Periodic Table. This bond between environmental stimuli and the organism's response was seen as the elementary unit of behavior while the IQ had become its measure. Invisible notions like mind and imagination were banished to metaphysical philosophy, outside the legitimate bounds of science.Though behaviorists never denied the existence of higher order thinking that is, abstract, sense-free thinking as found in pure mathematics, they were unable to explain how these human capacities emerge through the accumulation of such rudimentary stimulus-response events. Nevertheless, they recognized that humans do have a capacity for thinking that relies heavily upon symbols like words, numbers and the like. Moreover, certain subjects that require reason and logic, like math and theoretical physics, would be inconceivable without such symbols and the rules by which these are manipulated. By contrast it was assumed that the arts, which relied on sensory images, either did not employ this type of propositional thought, or did so to a far lesser degree. Thus the arts could be dispatched to the noncognitive or affective domains with little or no reduction in the learner's cognitive capacities. Indeed, these noncognitive realms, which gave play to feelings and emotions, were often seen as inimical to the acquisition of rational powers of thought. Intellectual power as it was then understood, required that feelings and emotions be brought under the control of reason.As long as behaviorism served as the dominant paradigm, the school curriculum could be divided into two or three broad divisions... (shrink)

This narrative symposium examines the relationship of bioethics practice to personal experiences of illness. A call for stories was developed by Tod Chambers, the symposium editor, and editorial staff and was sent to several commonly used bioethics listservs and posted on the Narrative Inquiry in Bioethics website. The call asked authors to relate a personal story of being ill or caring for a person who is ill, and to describe how this affected how they think about bioethical questions and the (...) practice of medicine. Eighteen individuals were invited to submit full stories based on review of their proposals. Twelve stories are published in this symposium, and six supplemental stories are published online only through Project MUSE. Authors explore themes of vulnerability, suffering, communication, voluntariness, cultural barriers, and flaws in local healthcare systems through stories about their own illnesses or about caring for children, partners, parents and grandparents. Commentary articles by Arthur Frank, Bradley Lewis, and Carol Taylor follow the collection of personal narratives. (shrink)

DigiCat Publishing presents to you this special edition of "Socratic Discourses" by Plato, Xenophon. DigiCat Publishing considers every written word to be a legacy of humankind. Every DigiCat book has been carefully reproduced for republishing in a new modern format. The books are available in print, as well as ebooks. DigiCat hopes you will treat this work with the acknowledgment and passion it deserves as a classic of world literature.

Ame Naess, John Rodman, George Sessions, and others, designated herein as ecosophers, propose an egalitarian anti-anthropocentric biocentrism as a basis for a new environmental ethic. I outline their “hands-off-nature” position and show it to be based on setting man apart. The ecosophic position is thus neither egalitarian nor fully biocentric. A fully egalitarian biocentric ethic would place no more restrictions on the behavior of human beings than on the behavior of any other animals. Uncontrolled human behavior might lead to the (...) destruction ofthe environment and thus to the extinction of human beings. I thus conclude that human interest in survival is the best ground on which to argue for an ecological balance which is good both for human beings and for the whole biological community. (shrink)

Romanticism fabricated a poet of vast oracular powers largely from superstitious notions and suspicious philosophies which the Renaissance had gathered up somewhat by chance with the rational part of the Graeco-Roman legacy. The model was surely an imposture and, historically considered, a scandal. Seer, sage, prophet, mage—the pretensions varied, but all were titles to transcendent disclosure in times increasingly committed, at least officially, to a unified scientific view. That the poet could be confirmed to any degree in this anachronistic role (...) was probably owing to the circumstance that the general cultural reflex following the Enlightenment reawakened widespread interest in those dark and excluded passages of the human spirit which mystics and seers were thought to frequent. Poets who pretended to voyance benefited from the muffled but persistent rumor of profound mysteries accessible to the high priests of Kabbala and the Corpus Hermeticum, to Illuminists, Rosicrucians, and Neopythagoreans. Western Europe had never ceased to acknowledge, even in such unlikely periods as the later Middle Ages, the aboriginal priestly and prophetic functions of the poet; but romanticism contrived—out of occultism and neoplatonism, antirationalism and anticlassicism—such a warrant for unabashed oracular saying as Antiquity had scarcely imagined. While perhaps none of the romantic was actually prepared to grant the poet his ancient powers in full measure, few seemed inclined to diminish the stature of the heroic abstraction, who symbolically contested the claims of naturalism and positivism. (shrink)

In this essay, I trace the motif of abandonment that runs through the ethics of Simone Weil. In doing so, as a conceptual lens, I make use of Giorgio Agamben’s concept of abandonment. Taking my cue from Weil’s hesitations concerning baptism, I examine her stance as a case of either sacrifice or exception, of ambiguity or indifference. Subsequently, I use Weil’s hesitations to examine an interconnected sequence of soteriology and metaphysics, following Church and potentiality, World and actuality, and The Kingdom (...) and contingency. This allows me to explore the themes of writing and life. A crucial role is reserved for the Parable of the Sower, and how it discriminates between the saved and the damned. (shrink)

Wiggins and his colleagues (2004) are to be commended for their willingness to raise the question of the ethics of undertaking the world's first face transplant prior to initiating the experiment....

Increasing the “truth per dollar” of money spent on science is one legitimate long-run goal of the economics of science. But before this goal can be achieved, we need to increase our knowledge of the successes and failures of past and current reward structures of science. This essay reviews what economists have learned about the behavior of scientists and the reward structure of science. One important use of such knowledge will be to help policy-makers create a reward structure that is (...) more efficient in the future. (shrink)

Originally published in 1976 Talking About Welfare is a collection of essays providing a general survey of the problems facing social welfare. The book introduces a number of philosophers, social workers and social administrators, concentrating on problems in describing a general philosophical orientation to social work, what it means to understand another person, and to problems in describing and justifying social work and social welfare activity. The essays collected contribute to discussion of a wide range of welfare issues, principally that (...) of personal and social welfare, the moral justification of welfare provision, and conceptions of community. (shrink)

Additional Contributor Is Joseph D. Quillian, Jr.

Originally published in 1937. This book addresses the importance of the theory of values that rests on a general metaphysical understanding founded on a comprehensive view of all aspects of the world. The author speaks against the absolutist theories with a realistic one encompassing a theory of space and time and considering value as an object of immediate intuition. These great philosophical questions feed into discussions of the philosophy of religion and of science. Garnett distinguishes between spiritual and other values (...) on the ground that the spiritual values are not subjective to satiety, while other values are. He contends that our knowledge of mind is as direct and reliable as our knowledge of the physical world. This is an important early book by an influential 20th Century thinker. (shrink)

Originally published in 1959, this book is primarily concerned with the question of psychiatric factors in religion, and, conversely, with that of religious factors in psychiatry. It rejects the Freudian theory that religion is a form of obsessional neurosis. Though this latter hypothesis may explain many of the phenomena of religious observance, it cannot explain the reality of religious experience. Dr Guirdham believes that orthodox Christianity is a perversion of the psychologically irrefutable teaching of Christ and that its conception of (...) God as a supreme being endowed with supreme power, its teaching on the resurrection, and its contamination with a sense of guilt, are especially conducive to psychiatric disorder. He shows how theology may actually be inimical to religious experience and how faith differs from belief and is a response of the whole man. The book explains also the psychological origins of clericalism and demonstrates the role played by the latter in stifling religious experience. (shrink)