In lieu of an abstract, here is a brief excerpt of the content:Drama on the Run:A Prelude to Mapping the Practice of Process DramaPamela Bowell (bio) and Brian Heap (bio)In the current educational climate prevailing in a number of countries, increased emphasis is being placed on the concept of "the artist in schools." Funding is being channeled to support a range of initiatives and schemes that are designed to bring arts professionals from all the art forms into the (...) classroom where they place their artistic talents, knowledge, and insights alongside the pedagogic skills of the teacher.We see exciting projects in which artists work with children in school—visual artists to create murals, musicians to compose and perform operas, dancers to choreograph new ballets, and actors and directors to devise plays. Many of the outcomes are of high quality, and the children who have been fortunate enough to be involved have enjoyed the experiences and have gained a great deal from them. This would seem to be a state of affairs to be applauded unreservedly, as such projects surely enrich the lives of the pupils and schools in which they take place. In one sense, of course, this is undeniably true, and we have no intention of suggesting otherwise. However, in reality, this is a much more complex situation. It raises a number of key issues for us as educational practitioners who work in the field of applied theatre, sharing with others, as Judith Ackroyd describes, "a belief in the power of the theatre form to address something beyond the form itself."1The most critical issue is the perceived separation of the artist from the teacher that can sometimes be encouraged by artists in schools projects. We sense a dangerous precedent here. It becomes all too easy for two erroneous assumptions to be made, namely that teachers cannot be considered to be artists in their own right, while artists on the other hand can be accorded [End Page 58] the status of teacher. In our own experience too, the nature of educational funding can be extremely volatile, subject to all kinds of shifts in the prevailing political and economic climate, as well as adjustments to the ways in which funding is applied according to the social and educational priorities of the time. Too frequently, education falls victim to what might be described as "the-flavor-of-the-month syndrome."Those who are involved with teacher education, both pre- and in-service, make superhuman efforts to respond with alacrity to the new demands as courses are reviewed and reorganized accordingly. The trainees of the next generation find themselves with a new "party line" to toe as their courses conform to the new priority. This is all well and good—until the priority changes and gaps suddenly appear in the knowledge or skills or understanding of teachers. What was received wisdom becomes a deficit model as focus changes, and the circle is now expected to be squared.Under these circumstances, it would seem a more prudent policy to train teacher-artists who would have the ability to meld their pedagogical understanding and skill with an aesthetic craft and sensibility than to rely on visiting artists as the "natural" or "normal" providers of arts education. This would ensure not only that teachers would make better, more informed use of visiting artists but also that children's expertly guided engagement with the arts would be a permanent and enduring aspect of their regular schooling rather than a "special" event subject to the vagaries of arts funding or policy. This might seem an easy statement to make for people such as ourselves, who have spent whole careers working as teacher-artists within the field of drama in education. But it might seem an altogether more daunting prospect for teachers, or intending teachers, who are not specialists in the arts.Having spent a great deal of our respective careers working in teacher education, we are very conscious of this possibility. To this end, our research collaboration has been centered on exploring and coming to understand more fully, clearly, and precisely how the teacher functions as an artist within the particular genre of applied theatre known as process drama. Embedded within the increase of our... (shrink)

∗Thanks to J. C. Beall, Alex Byrne, Jason Decker, Tyler Doggett, Paul Elbourne, Adam Elga, Warren Goldfarb, Delia Graff, Richard Heck, Charles Parsons, Mark Richard, Susanna Siegel, Jason Stanley, Judith Thomson, Carol Voeller, Brian Weatherson, Ralph Wedgwood, Steve Yablo, Cheryl Zoll, and an anonymous referee for valuable comments and discussions. Versions of this material were presented in my seminar at MIT in the Fall of 2000, and at the University of Maryland, Baltimore County. Parts of this paper also derive (...) from my comments on a paper of Scott Soames at the ‘Liars and Heaps’ conference at the University of Connecticut in the Fall of 2002. I am grateful for the help of these audiences, and especially to Prof. Soames. (shrink)

Form Follows Force : Greg Lynn -- Relational Architecture : Rafael Lozano-Hemmer -- Making to Place : Simryn Gill -- Concluding Remarks : Immanence (Many Lives).

In this paper I describe and argue against two positions. The first, espoused by Epicurus and other philosophers, contends that in permanent death, since there is no longer a subject, my own death cannot be a loss for me. I argue that this thesis makes an illicitassumption and itself embodies a conceptual confusion. Therefore, my death can after all have the logical status of a loss for me. The Christian Church, however, has adopted what I call the “official” position; namely, (...) that while my death could be a loss for me, if I am a believer, it must instead be considered a gain. Against this claim, I urge the adoption of a contrary “unofficial” position which argues that even as a believer my death may be a loss for me. I contend that the “official” position embodies internal incoherence and promotes a corrupt version of Christianity. The “unofficial” position, however, is compatible with Christian teaching on self-mortification and more accurately represents New Testament attitudes towards death. Thereby I conclude that regarding my death as loss to myself is neither conceptually absurd nor a failure of faith. (shrink)

The word “power” tends toward divergent formations, and this paper is prompted by the intersection of two of them. The first form taken up here is power as control, while the second form is material power as fuel. The typical modern configuration of the first form implies an understanding of the second form as subordinate. But what I argue here is that insofar as fuel is a condition of the possibility of being human, the identity of the human being has (...) always been embedded in an assemblage consisting of fuel-subject/intersubject. (shrink)

Of the two purposes of this article, the first is to show that the prohibition against intentionally targeting civilians is poorly suited to the current techno-rational landscape of warfare. Sophis...

International Journal of Philosophical Studies, Volume 19, Issue 5, Page 771-777, December 2011.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Moral Traditions: An Introduction to World Religious Ethics, and: Understanding Religious Ethics, and: Moral Struggle and Religious Ethics: On the Person as Classic in Comparative Theological ContextsBrian D. BerryMoral Traditions: An Introduction to World Religious Ethics Mari Rapela Heidt Winona, Minn.: Anselm Academic, 2010. 138 pp. $22.95.Understanding Religious Ethics Charles Mathewes Malden, Mass.: Wiley-Blackwell, 2010. 277 pp. $41.95.Moral Struggle and Religious Ethics: On the Person as Classic in (...) Comparative Theological Contexts David A. Clairmont Malden, Mass.: Wiley-Blackwell, 2011. 245 pp. $99.95These three texts each make significant contributions to comparative religious ethics, a relatively recent discipline that reflects the rise of religious pluralism and globalization. Taken together, these books raise questions about what comparative religious ethics is, how it should be done, and why it should be done. What makes comparative religious ethics “comparative” and to what extent can comparative religious ethics be made genuinely “theological”?Mari Rapela Heidt, who holds a PhD in theological ethics from Marquette University and currently lectures in the religious studies department at the University of Dayton, has written a well-organized and highly accessible introduction to the ethics of the world religions for beginning undergraduate students. Each of the main chapters in her book surveys a major world religion (Hinduism, Buddhism, Judaism, Christianity, Islam, and the Chinese moral tradition) through four lenses: a brief review of the tradition; the moral world of the religion; values, principles, or virtues in the tradition; and the religious tradition on a particular moral issue (e.g., Hinduism on abortion, Buddhism on wealth and poverty, Judaism on the environment, Christianity on war and peace, Islam on men and women, and China’s one-child [End Page 202] policy). The book also includes opening chapters that introduce students to the study of ethics and religious ethics; a final chapter on additional religious moral traditions (Sikhism, Jainism, Bahá’í, and Shinto); sidebars highlighting major religious figures, texts, or events (e.g., Gandhi, Thich Nhat Hanh, Elie Wiesel, the Charter of Medina, and the Cultural Revolution); and discussion questions, bibliography (including visual media), footnotes, a glossary, and an index.Although this book briefly discusses the discipline of comparative religious ethics and some of its descriptive and conceptual methods in its opening chapters, its broad scope and concise treatment mean that the actual task of comparing the similarities and differences in the ethics of the world religions is kept to a minimum. The few detailed comparisons that are made focus largely on Hindu, Buddhist, and Christian understandings of the concepts of reincarnation (29, 34, 64), dharma (18–19, 23–24, 34–35, 64), karma (18–19, 21–23, 35–36, 64), and ahimsa (25–27, 38, 70–71). While the main chapters are organized in a way that facilitates comparison, and discussion questions are included that invite students to observe similarities and differences, the book would be strengthened by giving greater attention to comparison throughout and adding a concluding chapter that summarizes its comparative content. It ends somewhat abruptly with a discussion of the Shinto moral tradition.Charles Mathewes, associate professor of religious studies at the University of Virginia, has written a book that, while limited to Judaism, Christianity, and Islam, achieves much greater comparative sophistication. The text is based on a course he has taught for more than ten years called “Religious Ethics and Moral Problems,” and it bears the marks of a seasoned teacher whose primary audience is advanced undergraduate students, both religious and secular. Mathewes writes from a Protestant Christian perspective “having a strong apocalyptic dimension which is focused on the next life,” acknowledging that Roman Catholics and Eastern Orthodox may find his views “odd or confused” (53). Part 1 discusses the relationship between God and morality and provides an overview of the ethics of each of the three Abrahamic religions. Parts 2 and 3 then examine not only the moral positions but “the arguments animating the traditions” (3) on a wide range of personal and social matters (e.g., friendship, sexuality, marriage and family, lying, forgiveness, capital punishment, war, and the environment). Part 4 turns to the even more ordinary topics of labor, leisure, and life and the more... (shrink)

Our third and final article on the the Israel/Palestine conflict and anti-semitism.

This article proposes for the figure or cipher of “essayism” three critical homologies: (a) as a name for the effect or intensity of “theory” in US literary-critical and scholarly research practice; (b) as the object of a sometimes sincere and sometimes malicious mourning, in pronouncements of theory’s death; (c) as a mark of the indiscipline of “creative writing,” understood as a space into which English studies and US literary studies have diverted the disruptively writerly energies of imported Continental thought.

An essay exploring the question of 'why study philosophy'?

Two-Spirit men's sexual conquest stories—or what I am calling sexual coup stories—narrated more than just the sexual encounter. In fact, actual sexual acts are often secondary to the circumstances producing the sexual encounter. In this study, coup stories serve as a form of data revealing the ways in which sexual conquest is a sociosexual practice thoroughly embedded in broader Native community values and cultural patterns for the movement of bodily desire across landscapes predating humanist intellectual and moral intervention. Thus, the (...) intra-acting agencies of Native sexual circulation provide the opportunity to enact a culturally specific form of material-discursive order that when viewed from the epistemological metropole look highly entropic . Yet, Native sexual ontology realizes itself in the phenomena of a sexual circulation whose material-discursive practices appear to be disordered from the highly ordered humanistic center. (shrink)

A study of the major themes in traditional and contemporary philosophy.

This essay uses a specific example—proposals to exclude sugary drinks from the Supplemental Nutrition Assistance Program —to explore some features of the contemporary U.S. administrative state. Dating back to the Wilsonian origins of the U.S. administrative state there has been uncertainty about whether we can and should separate politics and administration. On the traditional view, the agencies are to be kept separate from politics—technocratic and value-neutral—although they are indirectly accountable to the president and Congress. The SNAP exclusions example shows, however, (...) that agencies often must make complex and controversial decisions on their own, decisions that go beyond value-neutral technocratic administration. When authorizing legislation has multiple goals, as we’ll argue is the case in the SNAP example, an agency will have to choose between conflicting statutory mandates. Moreover, as the SNAP example shows, agencies often face complex normative questions of ethics and justice that go beyond the question of how to balance competing aims. The appropriate response to the SNAP exclusions example is not to keep politics out of administrative decision-making, but to develop procedures that allow ethical and political questions to be addressed in agency policy-making, consistent with overarching commitments to fairness and democracy. (shrink)

The ascendancy of aesthetics as a philosophical discipline / Daniel Dahlstrom -- Western philosophy of religion in the last hundred years / Eugene Thomas Long -- Western challenge to the development of the history of Chinese philosophy / A.S. Cua.

∗Thanks to J. C. Beall, Alex Byrne, Jason Decker, Tyler Doggett, Paul Elbourne, Adam Elga, Warren Goldfarb, Delia Graff, Richard Heck, Charles Parsons, Mark Richard, Susanna Siegel, Jason Stanley, Judith Thomson, Carol Voeller, Brian Weatherson, Ralph Wedgwood, Steve Yablo, Cheryl Zoll, and an anonymous referee for valuable comments and discussions. Versions of this material were presented in my seminar at MIT in the Fall of 2000, and at the University of Maryland, Baltimore County. Parts of this paper also derive (...) from my comments on a paper of Scott Soames at the ‘Liars and Heaps’ conference at the University of Connecticut in the Fall of 2002. I am grateful for the help of these audiences, and especially to Prof. Soames. (shrink)

In the first years of its existence between 1957 and 1960 the efforts of the radical collective the Situationist International (SI) centred on its program of “unitary urbanism.” This program sought to challenge the functionalist character of hegemonic forms of urban planning through novel practices of urban experimentation and contestation. Situationist urbanism arose largely through the collaboration between Guy Debord and the Dutch avant-garde architect Constant. This article explores the political dimension of situationist urbanism and the tensions that led to (...) Constant’s secession from the group in 1960. Through analysis of the affinities and divergences between urbanism in its modernist and situationist forms a case is made for the crucial contribution situationist practices might make to the restoration of public space as a vital arena of contemporary political contestation and community. (shrink)

Within the critical humanities there has been a recent return to Marxist and communist thought, which has meant a reckoning with post-structuralism. Thinkers, such as José Muñoz and Jodi Dean, who have been critical of parts of the post-structural legacy, have also held onto certain aspects of that tradition, in particular non-coincidence as a stay against identity, administration, and/or determination. However, they have done so in ways that have left unquestioned a contemporary commonsense around teleology. In this essay I argue (...) this has led to an inability to think or maintain connections between the subject and representation – crucial categories for any materialism. Through a discussion of the work of Cuban poet José Lezama Lima, I cultivate a critical vocabulary for building and sustaining non-coincident relations between the subject and representation, ones which neither collapse these two planes nor render them abyssal. (shrink)

Introduction: the problem of estrangement from Scripture in Christian ethics -- Learning about reading the Bible for ethics -- Reading self-consciously : the hermeneutic solution -- Reading together : the communitarian solution -- Focusing reading : the biblical ethics solution -- Reading doctrinally : the biblical theology solution -- Reading as meditation : the exegetical theology solution -- Listening to the saints encountering the ethos of Scripture -- Augustine's ethos of salvific confession -- Luther's ethos of consoling doxology -- Singing (...) the ethos of God -- Ethical exegesis : what have we encountered -- Exploring the place of Christian ethics in Scripture. (shrink)