This article examines Plato’s understanding of moderation. I begin with a brief discussion of Plato’s Charmides, the dialogue in which Socrates asks, “What is moderation?” in order to frame a detailed treatment of key passages in Plato’s Republic where we find a definitive answer. I show the progress of the Republic to be an intentional development on Plato’s part, moving readers from a conventional understanding of moderation as mastery to a more compelling ideal: moderation as a harmony of the city (...) and of the soul. Bringing moderation out from under the shadow of justice illuminates the dialogue’s otherwise perplexing presentation of the relationship between these two virtues and helps us to see both the role moderation plays in Plato’s thought, and what his vision might contribute to our own understanding of the virtue. (shrink)

Questions about the status of literary truth are as old as literary criticism, but they have become both more intricate and more compelling as literature has grown progressively more self-conscious and labyrinthian in its dealings with "reality." One might perhaps read The Iliad or even David Copperfield without raising such issues. But authors like Gide , Nabokov, Borges, and Robbe-Grillet seem continually to remind their readers of the complex nature of literary truth. How, for instance, are we to deal with (...) a passage like the following from William Demby's novel The Catacombs:"When I began this novel, I secretly decided that, though I would exercise a strict selection of the facts to write down, be they 'fictional' facts or 'true' facts taken from newspapers or directly observed events in my own life, once I had written something down I would neither edit not censor it ."1What does this sentence mean? When an apparently fictional narrator distinguishes between "fictional" and "true" facts, what is the status of the word "true"? It clearly does not mean the same as "fictional," for he opposes it to that term. Yet it cannot mean "true" in the sense that historians would use, for he calls what he is writing a novel, and even if he quotes accurately from newspapers, the events of a narrator's life are not "historically" true. · 1. William Demby, The Catacombs , p.93. Peter J. Rabinowitz, assistant professor at Kirkland College, is currently working on articles on Raymond Chandler, Faulkner, and Dostoyevsky and is, as well, a music critic for the Syracuse Guide. He wrote his doctoral dissertation in comparative literature on the philosophical implications of Nabokov's use of humor and terror. "Truth in Fiction" is the first article he has had published in a scholarly journal. (shrink)

'A mere metaphor', 'only symbolic', 'just a myth' - these tell tale phrases reveal how figurative language has been cheapened and devalued in our modern and postmodern culture. In God and the Creative Imagination, Paul Avis argues the contrary: we see that actually, metaphor, symbol and myth, are the key to a real knowledge of God and the sacred. Avis examines what he calls an alternative tradition, stemming from the Romantic poets Blake, Wordsworth and Keats and drawing on the thought (...) of Cleridge and Newman, and experience in both modern philosophy and science. God and the Creative Imagination intriguingly draws on a number of non-theological disciplines, from literature to philosophy of science, to show us that God is appropriately likened to an artist or poet and that the greatest truths are expressed in an imaginative form. Anyone wishing to further their understanding of God, belief and the imagination will find this an inspiring work. (shrink)

Background Coping with end-of-life issues is a major challenge for governments and health systems. Despite progress in legislation, many barriers exist to its full implementation. This study is aimed at identifying these end-of-life barriers in relation to Israel. Methods Qualitative in-depth interviews using professionals and decision makers in the health-care and related systems were carried out, along with two focus groups based on brainstorming techniques consisting of nurses and social workers. Data was managed and analyzed using Naralyzer software. Results Qualitative (...) analysis showed identification of six primary barriers: 1) law, procedures, and forms; 2) clinical aspects; 3) human aspects; 4) knowledge and skills of medical teams; 5) communication; and 6) resource allocation. These were further divided into 44 sub area barriers. Conclusions This study highlights the role of the family doctor in end-of-life by training physicians in decision-making workshops and increasing their knowledge in the field of palliative medicine. Effectively channeling resources, knowledge, and support for medical teams, by accounting for the structure and response of the units for home treatment will improve patient’s access to information on and support for end-of-life laws, as well as reduce legislative barriers in other countries that face the same issues. (shrink)

_NeuroAnalysis _investigates using the neural network and neural computation models to bridge the divide between psychology, psychoanalysis, and neuroscience when diagnosing mental health disorders and prescribing treatment. Avi Peled builds on Freud's early attempts to explain the neural basis of mental health by introducing neural computation as a bridging science to explain psychiatric disorders. Peled describes the brain as a complex system of interconnected units and goes on to suggest that conscious experience, feelings, and mood are emergent properties arising from (...) these complex organisations. This model describes mental health disorders in terms of perturbation to the optimal brain organisation, and demonstrates how particular disorders can be identified through a specific breakdown pattern of the brain’s organisation. This fresh approach to the diagnosis of psychiatric disorders will interest students, professors, and researchers of psychoanalysis, neuroscience, and their related fields. (shrink)

For over fifty years, scholars have argued that a therapeutic ethos has begun to change how people think about themselves and others. There is also a growing concern that the therapeutic ethos has influenced educational theory and practice, perhaps to their detriment. This review article discusses three books, The Dangerous Rise of Therapeutic Education (by Kathryn Ecclestone and Dennis Hayes), Aristotle, Emotions, and Education (by Kristján Kristjánsson), and The Therapy of Education (by Paul Smeyers, Richard Smith and Paul Standish), that (...) point to the problematic assumptions and outcomes of therapeutic educational practices. The authors of the three books, however, disagree about whether a focus on emotions or therapy in education is necessarily an unwelcome intrusion into education. (shrink)

This article studies the monotonicity behavior of plural determinersthat quantify over collections. Following previous work, we describe thecollective interpretation of determiners such as all, some andmost using generalized quantifiers of a higher type that areobtained systematically by applying a type shifting operator to thestandard meanings of determiners in Generalized Quantifier Theory. Twoprocesses of counting and existential quantification thatappear with plural quantifiers are unified into a single determinerfitting operator, which, unlike previous proposals, both capturesexistential quantification with plural determiners and respects theirmonotonicity (...) properties. However, some previously unnoticed factsindicate that monotonicity of plural determiners is not always preservedwhen they apply to collective predicates. We show that the proposedoperator describes this behavior correctly, and characterize themonotonicity of the collective determiners it derives. It is proved thatdeterminer fitting always preserves monotonicity properties ofdeterminers in their second argument, but monotonicity in the firstargument of a determiner is preserved if and only if it is monotonic inthe same direction in the second argument. We argue that this asymmetryfollows from the conservativity of generalized quantifiers innatural language. (shrink)

We characterize pairs of monotone generalized quantifiers Q1 and Q2 over finite domains that give rise to an entailment relation between their two relative scope construals. This relation between quantifiers, which is referred to as scope dominance, is used for identifying entailment relations between the two scopal interpretations of simple sentences of the form NP1–V–NP2. Simple numerical or set-theoretical considerations that follow from our main result are used for characterizing such relations. The variety of examples in which they hold are (...) shown to go far beyond the familiar existential-universal type. (shrink)

This book is an attempt to read the totality of Camus s oeuvre as a voyage, in which Camus approaches the fundamental questions of human existence: What is the meaning of life? Can ultimate values be grounded without metaphysical presuppositions? Can the pain of the other penetrate the thick shield of human narcissism and self-interest? Solipsism and solidarity are among the destinations Camus reaches in the course of this journey. This book is a new reading of one of the towering (...) humanists of the twentieth century, and sheds new light on his spiritual world.". (shrink)

The paper seeks to draw out the connections between social capital, collective intelligence and expansive learning, interrogating the terms for their progressive potential. It sets these concepts within their socio-economic context, one which asserts that the development of social capital will be a vehicle for economic regeneration and competitiveness as well as a mechanism for the generation of social inclusion and cohesion. It concludes by arguing that the debate is set within a context that accepts capitalist relations and that this (...) places a limit on the progressive potential of social capital, collective intelligence and expansive learning. (shrink)

Plato’s Apology of Socrates contains a spirited account of Socrates’ relationship with the city of Athens and its citizens. As Socrates stands on trial for corrupting the youth, surprisingly, he does not defend the substance and the methods of his teaching. Instead, he simply denies that he is a teacher. Many scholars have contended that, in having Socrates deny he is a teacher, Plato is primarily interested in distinguishing him from the sophists. In this article, I argue that, given the (...) historic educational transformation in Socrates’ and Plato’s lifetimes, Socrates’ denial is far more complex and far reaching than the Socrates-versus-the-sophists distinction indicates. Socrates suggests that Athenians have failed to recognize that there were various types among the new educators of fifth century Athens: orators, sophists, natural philosophers and, perhaps, a philosopher like Socrates. Further, the traditional education, which the Athenians believed was threatened by the new educators, was itself fractured. Ultimately, rather than offering a straightforward distinction between philosophizing and teaching, Socrates and the sophists, Plato treats the question of teaching aporectically in Apology; that is, after pointing to various alternatives for understanding the nature of teaching, Plato concludes the work without offering a clear resolution to that question. (shrink)

Avi Shulman has taught thousands of people how to look at life and see positive ways to make everything better. In this precious collection of his astute observations, he shares a wealth of wisdom in his concise and simple manner that always hits the target and makes the reader ask himself, why didn't I think of that? With lessons on assuming responsibility, setting attainable goals, creating a warm atmosphere at home, and avoiding the feeling of burnout, Vitamins for the Spirit (...) is a joy to read and an incredible investment in your future happiness and success. (shrink)

This book opens by providing the historical context of Plato’s engagement with education, including an overview of Plato’s life as student and educator. The author organizes his discussion of education in the Platonic Corpus around Plato’s images, both the familiar – the cave, the gadfly, the torpedo fish, and the midwife – and the less familiar – the intellectual aviary, the wax tablet, and the kindled fire. These educational images reveal that, for Plato, philosophizing is inextricably linked to learning; that (...) is, philosophy is fundamentally an educational endeavor. The book concludes by exploring Plato’s legacy in education, discussing the use of the “Socratic method” in schools and the Academy’s foundational place in the history of higher education. The characters in Plato’s dialogues often debate – sometimes with great passion – the purpose of education and the nature of learning. The claims about education in the Platonic corpus are so provocative, nuanced, insightful, and controversial that educational philosophers have reckoned with them for millennia. (shrink)

To be sure, I agree that Nabokov creates a "sense of dizzying complexity," but I don't see how Dowling accounts for it at all. First of all, the passage he cites from Pnin is not an instance of the Liar's Paradox. The Liar's Paradox occurs when a single person claims that he or she always lies—for in that case, there is no logically consistent way to call the claim either true or false. In Pnin, however, we have something quite different: (...) a person, whom we suspect of often filtering the truth to serve his own ends, claims that someone else has called him a liar. That's confusing, perhaps, but not logically inconsistent; for instance, it would be logically inconsistent to say that Pnin is wrong, or is at least exaggerating, when he says that you shouldn't believe anything that the narrator says. Indeed, Pnin is wrong, and the careful reader can sort out the narrator's claims with a fair degree of accuracy, at least on the second reading. The odd sensation that Pnin inspires comes not because there's no logically consistent way to determine the truth or falsity if the narrative but rather because we can figure out when and how the narrator has slanted his statements only once we have finished the book, for only the last chapter gives us the evidence we need to interpret the earlier chapters properly. Peter J. Rabinowitz, assistant professor of comparative literature at Hamilton College, is the author of articles on Raymond Chandler, Faulkner and Dostoyevsky, and literary borrowing and is, as well, a music critic for Fanfare. (shrink)

This paper reviews the social scientific literature on biometric surveillance, with particular attention to its potential harms. It maps the harms caused by biometric surveillance, traces their theoretical origins, and brings these harms together in one integrative framework to elucidate their cumulative power. Demonstrating these harms with examples from the United States, the European Union, and Israel, I propose that biometric surveillance be addressed, evaluated and reframed as a new form of control rather than simply another means of inspection. I (...) conclude by delineating three features of biometric technologies—complexity, objectivity, and agency—that demonstrate their social power and draw attention to the importance of studying biometric surveillance. (shrink)

One of the mantras of progressive education is that genuine learning ought to be exciting and pleasurable, rather than joyless and painful. To a significant extent, Jean-Jacques Rousseau is associated with this mantra. In a theme of Emile that is often neglected in the educational literature, however, Rousseau stated that “to suffer is the first thing [Emile] ought to learn and the thing he will most need to know.” Through a discussion of Rousseau's argument for the importance of an education (...) in suffering, Avi Mintz contends that the reception of Rousseau by progressives suggests a detrimental misstep in the history of educational thought, a misstep that we should recognize and correct today. We ought to revive the progressive tradition of distinguishing the valuable educational pains from the harmful ones, even if we disagree with the particular types of pain that Rousseau identified as educationally valuable. (shrink)

This chapter contains sections titled: A Brief History of Socratic Method and Socratic Teaching Teaching Through Questions The Features of Contemporary Socratic Education Conclusion.

From the late seventeenth century to the middle of the eighteenth, an important shift occurred in attitudes to the arbitrariness of the first human words. While authors such as Locke and Pufendorf emphasized linguistic arbitrariness and human liberty, mid-eighteenth-century thinkers highlighted the natural aspects of language and the limited scope of freedom and reason. This change is linked to the contemporary view of the cultural world as a natural artifice, strongly molded by social and environmental factors. The article highlights hitherto (...) neglected similarities between Leibniz’s ideas on language and mid-eighteenth-century theories, by contrast to the usual focus on Locke. (shrink)

Avi Sion's book The Logic of Causation (2010) could not include all relevant tables (which either justified or applied various doctrines in the book), due to their sizes or quantity. These additional tables were made available to interested readers at time of publication in the author's website The Logician. The present 'Annex' collects in one pdf file the numerous original pdf files, to facilitate download. The file is almost 0.5 Gb in size, and contains almost 108,000 pages.

Abstract:In the spirit of green cultural criminology, which considers the way(s) in which environmental crime, harm, and disaster are constructed, represented, and envisioned by the news media and in popular cultural forms, and narrative criminology, which explores how stories can influence (promote, curb, prevent, or resist) action, including harmful action, this provisional article seeks to intercede (although, perhaps, “intervene,” in the McGregorian sense, is more accurate) in the debate, of sorts, between the Indian writer Amitav Ghosh and the British critic, (...) editor, and theorist Mark Bould. Whereas Ghosh, in The Great Derangement: Climate Change and the Unthinkable (2016), laments the failure of contemporary literature to engage with climate change, Bould, in The Anthropocene Unconscious: Climate Catastrophe Culture (2021), considers whether all stories might be stories about climate change. Taking Salman Rush-die’s Haroun and the Sea of Stories (1990) as an example, this article argues that this phantasmagorical tale about the problems of censorship could be applied to and analyzed in the context of climate change. The article considers how we might tell (more, better) stories of climate change and concludes by calling for a marshalling of diverse stories to reflect the most pressing issue of our time. (shrink)

Theoretical gaps of the cognitive science. First of all the gap-thesis is based on a criticism 1. of the computer-orientated cognitive science (it confuses information with the information carrier), 2. of connectivism (its linguistic borrowing from the neurobiology is not appropriate), 3. of Varelas production model (the elimination of the function of representation results in the loss of the cognitive ability). From the context of meaning and time, then the author sketches a cognitive theoretical approach, in which thinking as a (...) (symbolic and/or subsymbolic) representation of meaning is introduced, which develops in a three-digit relation between world, language and substrate on the basis of isomorphy of time. (shrink)

ABSTRACTIs lying in a different language easier or more difficult? The Emotional Distance and the Cognitive Load hypothesis give competing answers. Suchotzki and Gamer measured the time native German speakers needed to initiate honest and deceptive answers to German and English questions. Lie-truth differences in RTs were much smaller for the foreign compared to the native language. In our preregistered replication study in native Dutch speakers, we found that lie-truth differences in RTs were moderately smaller when participants were tested in (...) English than when tested in Dutch. These findings indicate that people struggle with quickly retrieving the truth in another language, and that foreign language use may diminish lie-truth differences. (shrink)

This article offers a critical discourse analysis of the Israeli television series In Treatment. The series unfolds the therapy sessions of a 40-year-old single female attorney with her therapist. The main objective of the study was to identify the scripted tactics or narrative strategies that establish and maintain singlehood. The findings indicate that the therapeutic discourse plays a central role in the construction and interpretation of single women’s subjectivities, prompting a narrative that encourages the ‘discarding’ of singlehood as well as (...) therapeutic work slanted towards a more familial and maternally oriented subjectivity. This narrative unfolds through two dominant scripted tactics: the symbolic annihilation of singlehood and the construction of feminine identity hierarchies. Moreover, it is also prompted by the discursive alliance between the therapeutic discourse and the postfeminist discourse. Consequently, long-term singlehood is portrayed as an unnatural and pathological life script characterized by its lack and deficiency. Furthermore, as opposed to childless singlehood, single motherhood by choice emerges as a preferred and desirable life option. The category of single motherhood is endowed with new forms of legitimacy, reinforcing new-old patriarchal and postfeminist conceptions of women’s reproductive potential and what is considered to be women’s primary life purpose. (shrink)

A large chorus of voices has grown around the claim that theistic belief is epistemically suspect since, as some cognitive scientists have hypothesized, such beliefs are a byproduct of cognitive mechanisms which evolved for rather different adaptive purposes. This paper begins with an overview of the pertinent cognitive science followed by a short discussion of some relevant epistemic concepts. Working from within a largely Williamsonian framework, we then present two different ways in which this research can be formulated into an (...) argument against theistic belief. We argue that neither version works. (shrink)

Even among critics not particularly concerned with detective fiction, Dashiell Hammett’s fourth novel, The Glass Key , is famous for carrying the so-called objective method to almost obsessive lengths: we are never told what the characters are thinking, only what they do and look like. Anyone’s decisions about anyone else’s intentions are interpretive decisions, dependent on correct presuppositions—on having the right interpretive key. The novel’s title, in part, refers to this kind of key. Ned Beaumont, the protagonist, has to decide (...) how to govern his relationship with Janet Henry; one of his major clues to her mind is a dream that she tells him, a dream that climaxes in an attempt to lock a door against an onslaught of snakes. Dream interpretation is difficult enough to begin with, and Janet Henry compounds that difficulty by telling the dream twice. In the first version, the attempt to lock the door succeeds; in the second, the key turns out to be made of glass and it shatters. Ned Beaumont, in deciding which dream to us as his key, chooses the second —but it is a choice based on an intuitive mix of experience and faith, knowledge and hunch.A reader often faces the same difficulties that Ned Beaumont does. Reading a book, too, requires us to make a choice about what key to use to unlock it, and that choice must often be based on an intuitive mix of experience and faith, knowledge and hunch. For example, as I shall show, the experience of reading certain texts—not all, but a significant number of them—is problematic because it depends in part on whether the reader has chosen, before picking them up, to approach them as popular or serious. My argument hinges on two prior claims. First, I contend that one way of defining genres is to consider them as bundles of operations which readers perform in order to recover the meanings of texts rather than as sets of features found in the texts themselves. To put this crudely but more modishly, genres can be viewed as strategies that readers use to process texts. Second, I argue that popular literature and serious literature can be viewed as broad genre categories. Peter J. Rabinowitz is associate professor of comparative literature at Hamilton College. He is currently working on a book about literary conventions and is also active as a music critic for such publications as Fanfare and Ovation. His previous contributions to Critical Inquiry are “Truth in Fiction: A Reexamination of Audiences” and “Who Was That Lady? Pluralism and Critical Method”. (shrink)

Given the religious appeal of divine command theories of morality (DCM), and given that these theories are found in both Christianity and Islam, we could expect DCM to be represented in Judaism, too. In this essay, however, we show that hardly any echoes of support for this thesis can be found in Jewish texts. We analyze texts that appear to support DCM and show they do not. We then present a number of sources clearly opposed to DCM. Finally, we offer (...) a theory to explain the absence of DCM in Judaism, claiming that the rational character of "Halakha", as well as the moral and rational character of God, does not provide suitable ground for the growth of DCM theses. (shrink)

Greek literature prior to Plato featured two conceptions of education. Learning takes place when people encounter “teacher-guides”—educators, mentors, and advisors. But education also occurs outside of a pedagogical relationship between learner and teacher-guide: people learn through painful experience. In composing his dramatic dialogues, Plato appropriated these two conceptions of education, refashioning and fusing them to present a new philosophical conception of learning: Plato’s Socrates is a teacher-guide who causes his interlocutors to learn through suffering. Socrates, however, is not presented straightforwardly (...) as a pedagogical success story. Socrates’ failures are, paradoxically, part of what makes him an ideal literary model for a philosophical teacher-guide. Plato requires his readers to question why Socrates’ interlocutors are not converted to philosophers. (shrink)