The starting point for my reading of the exchanges between Marx and Balzac is the repetition in The Eighteenth Brumaire of a striking image employed in Colonel Chabert to represent the force of ideology as experienced by a man forcibly set outside the conventions it endorses. Balzac first: “The social and judicial world weighted on his breast like a nightmare.”3 Marx’s appropriation occurs in a much-quoted meditation on the past as impediment to the future.Men make their own history, but they (...) do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances directly encountered, given and transmitted from the past. The tradition of all the dead generations weighs like a nightmare on the brains of the living.4What is the weight of an nightmare, and why do Balzac and Marx agree that invoking it is a valid means to express humanity’s relation to its history?5 4. Marx, The Eighteenth Brumaire of Louis Bonaparte, p. 15; my emphasis. Further references to this work, abbreviated EB, will be included in the text.5. In French and German: “Le monde social et judiciare lui pesait sur la poitrine comme un cauchemar”; “Die Tradition aller toten Geschlechter lastet wie ein Alp auf dem Gehirne der Lebenden.” This strikes me as so obvious a borrowing that I have to wonder why it does not seem to be generally known. On contributing factor may be that the standard French translation of The Eighteenth Burmaire gives a fanciful version of the sentence in Marx: “La tradition de toutes les generations mortes pèse d’un poids très lourd sur le cerveau des vivants”. Does this poids très lourd come from a misreading of ein Alp as eine Alp? Sandry Petrey is professor of French and comparative literature at the State University of New York at Stony Brook. The author of History in the Text: Quatrevingt-Treize and the French Revolution, he is completing a book entitled Realism and Revolution. (shrink)

Can the Internet reach beyond the U. S. college samples predominant in social science research? A sample of 564,502 participants completed a personality questionnaire online. We found that 19% were not from advanced economies; 20% were from non-Western societies; 35% of the Western-society sample were not from the United States; and 66% of the U. S. sample were not in the 18–22 (college) age group.

In lieu of an abstract, here is a brief excerpt of the content:When Did Literature Stop Being Cultural?Sandy Petrey (bio)Debate over the future of French Studies in the United States has sometimes neglected a vital fact: even though the field of French Studies incorporates everything relevant to the francophone world, no single department of French Studies can be that comprehensive. If we want to teach anything serious, we must focus our collective energy and intellect on some manageable component (...) of the many topics French Studies can legitimately address. To try to cover everything is to condemn ourselves to watered-down, dumbed-down versions of history, political science, art, economics, sociology, and the many other areas pertinent to things French.I believe the makeup of French departments in the United States means that our dominant focus should remain literary. Since we aren’t going to retool ourselves so spectacularly as to master all the disciplinary perspectives relevant to the francophone world, we have to make choices. As far as I can see, the best choice is an orientation toward literary criticism, the area in which most productive scholars in French departments in the United States were trained. We’ve learned how to deal with words, and chances are very good that we will do more things that deserve doing if we address words than if we address immigration statistics, changing styles on Maghreb dance floors, or the status attached to owning a pit bull in French housing projects.This doesn’t mean that immigration statistics, dance styles, and pit bulls are forbidden topics, just that we can best approach them if our primary focus remains literary while we open secondary focuses onto other areas. Those openings can renew our field without compromising our identity, allow us to adopt the interdisciplinary concerns animating cultural studies without repudiating literature’s traditional place in foreign language programs. I categorically reject the idea that the literary studies/cultural studies opposition is absolute, that concentrating on literature imposes the necessity of ignoring dance floors and pit bulls. My answer to the question in my title, “When did literature stop being cultural?,” is that it didn’t, whether we take “cultural” in the dirty-word sense of “high culture” or the buzzword sense of “cultural studies.” Literature’s credentials among the accomplishments of high culture matter to language departments in a great many ways, but more relevant to current professional concerns is that cultural studies can address the monuments of the French literary tradition as well as the monuments of French reaction to the Spice Girls. To impose a choice between literary studies and cultural studies strikes me as horribly misguided, something like imposing a choice between breathing and eating.Yet that choice is being imposed with more and more insistence, its suicidal consequences accepted with less and less concern. At times, those preaching an either/or approach have done so in defense of literature, and I refuse the idea that literature is Emerson’s “jealous mistress” who tolerates nothing else in her domain. To study either high culture or popular culture as if the other were unworthy of concern impoverishes both, which means the literary studies/cultural studies binary is pernicious no matter which side defends it. Although the either/or model has sometimes been asserted in the [End Page 12] name of literature’s integrity, however, its most influential recent articulations have come from partisans of cultural studies. The sides have changed. Instead of the argument that the nature of cultural studies means it must be excluded from literary analysis, we now hear that the nature of literary analysis means that it must be excluded from cultural studies.Let me take as evidence the MLA’s most recent publication on trends in language and literature departments, Profession 1997, and the Russell Berman article it contains, a brief for a new form of “Graduate Education toward a Foreign Cultural Literacy.” Berman’s essay makes a strong and informed argument for interdisciplinarity, the best features of which have in Berman’s representation come together to create cultural studies. Throughout this argument, I find the scary logical and political missteps endemic to recent contentions that cultural studies and literary studies are mutually exclusive. Berman’s essay is doubly... (shrink)

Are the reasons for which we act the causes of our actions? In the nine essays collected here (including a major historical overview by the editors), experts in the field re-evaluate the history and current state of the reasons/causes debate.

L’espace parents dans la séparation ( eps ) de Mons (Belgique) est un dispositif d’accueil des parents en situation de séparation hautement conflictuelle. Le travail s’élabore autour de la réflexion commune avec les parents sur la qualité de la relation coparentale dans l’intérêt des enfants. Cet article vise à expliciter les processus et les outils utilisés dans le cadre de l’ eps. Après avoir développé les ancrages épistémologiques et le dispositif en lui-même, les auteurs proposent de montrer, au travers d’une (...) illustration clinique, les processus en place dans la construction de « l’équipe parentale ». (shrink)

Late in 1990, the Center for the Study of Ethics in the Professions at Illinois Institute of Technology (lIT) received a grant of more than $200,000 from the National Science Foundation to try a campus-wide approach to integrating professional ethics into its technical curriculum.! Enough has now been accomplished to draw some tentative conclusions. I am the grant's principal investigator. In this paper, I shall describe what we at lIT did, what we learned, and what others, especially philosophers, can learn (...) from us. We set out to develop an approach that others could profitably adopt. I believe that we succeeded. (shrink)

Au-delà des frontières des langues, des cultures juridiques et systèmes de droit, conciliant synchronie et diachronie, le Professeur Mattila nous offre une oeuvre riche en couleurs, rencontres illustres et cas d’espèce. Nul doute qu’il s’agit là d’un ouvrage de référence, à la fois au regard de l’introduction d’une approche heuristique et de la cartographie d’un champ de connaissances commun au juriste et au linguiste. Sa vaste étude des interactions terminologiques et conceptuelles des langues et traditions juridiques européennes propose un tableau (...) minutieux, systématique et argumenté de la situation du langage juridique dans cinq langues. Elle offre une réflexion sur le développement de ces langues, notamment sur le plan international. Travail herculéen s’il en est, il ne pouvait être réalisé que par un humaniste accompli. Heikki Mattila, professeur émérite de jurilinguistique à l’Université de Lapland en Finlande, est juriste, spécialiste multilingue du langage juridique, linguiste .. (shrink)

Cet article propose d’aborder la notion de vacuité dans le bouddhisme à la fois du point de vue de l’analyse et de la méditation, en s’appuyant sur le texte d’un maître tibétain, le troisième Karmapa Rangjoung Dorjé.

This paper argues that there was considerably more philosophy of action in moral theory before 1958 (when Anscombe complained of its lack under the banner 'philosophy of psychology') than there has been since. This is in part because Anscombe influenced the formation of 'virtue theory' as yet another position within normative ethics, and her work contributed to the fashioning of 'moral psychology' as an altogether distinct (and now increasingly empirical) branch of moral philosophy.

Constantine Sandis argues for a holistic approach to museums.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Metamorphosis of Language in Apuleius: A Study of Allusion in the NovelGerald SandyEllen D. Finkelpearl. Metamorphosis of Language in Apuleius: A Study of Allusion in the Novel. Ann Arbor: University of Michigan Press, 1998. xii 1 241 pp. Cloth, $42.50.At first glance the use of the word “allusion” in the subtitle of this book suggests an old-fashioned approach to literary analysis. Finkelpearl has, however, given a lot of (...) thought to her choice of terms. She acknowledges the equivocalness of allusions but prefers to use this word for the process of incorporating material from earlier writers rather than “reference” or “intertextuality.” In spite of her somewhat informal description of the process of allusion (“recalling, modifying, transforming, and playing around with passages”), she has made a conscientious effort to circumvent the “fuzziness and inexactitude” of identifying allusions by making vigorous use of TLL and other traditional philological aids in order to isolate words, phrases, and lexical combinations that are unique to Apuleius and his putative sources. She has also deliberately avoided applying a single theoretical model, because “Apuleius draws on a wide variety of genres from different time periods,... use[s] his sources differently at different times [and]... often maintains an ambiguous stance—between rejection and incorporation, homage and polemic—even within single allusions” (24). This “ambiguous stance” is in fact central to the thesis that Finkelpearl consistently develops in her book: In the Metamorphoses, “allusion provides a medium [End Page 471] for exploration of the fit between the novel and the genres it contains and helps the novel toward a definition of its genre” (27). She emphasizes the ambiguity of her subject from the beginning to the end of her book, stating in chapter 1 that her aim is “to examine the multiplicity of interactions between the Apuleian text and its forebears, with a vigilant consciousness of the novel’s various uncertainties” (31) and concluding that she has focused on the tensions caused by situating “an uncertain genre” within a defined literary tradition.There is no uncertainty about the structure of the book. Each of the eight chapters begins with a survey of relevant scholarship and a declaration of Finkelpearl’s place within, or outside of, the range of summarized views. The sequence of chapters also unfolds logically. After surveying in chapter 1 (“Background and Method”) the various scholarly procedures that have been used to characterize allusions, she progresses from the seemingly most simple (parody) to the most complex practices of allusion. One of the strongest features of the book is that she manages to uncover complex patterns of allusion in passages that other scholars have been content to label parodies. Good examples of this resourcefulness occur in Finkelpearl’s examination of Apuleius’ use of Sallust, one of the canonical Latin archaic models during the second half of the second century. At 1.16.2–3 the “low-life character” Aristomenes makes an unsuccessful attempt to commit suicide by hanging himself with a rope attached to his bed. He addresses the bed in the words spoken by Adherbal over the corpse of his brother Hiempsal (BJ 14.22), substituting, however, grabattule for frater. Other scholars have commented on the obvious disparity between the dignified poignancy of the passage in Sallust and the low-life melodrama of the Apuleian revamping of it. Finkelpearl explains that “the choice of reference has relevance beyond its comic effect” (51), for Aristomenes’ words are “motivated by the questions posed... [by Adherbal] about life and death in the face of fratricide and injustice.” As she puts it, “Apuleius never merely defaces or satirizes; examination of his text reveals a complex thematic engagement with his sources.”In chapter 3 (“Reading Isolated Allusions”) Finkelpearl also manages to find overarching resonance in seemingly isolated pastiches. Others, including me, have perhaps been too quick to conclude that Lucius’ prolonged praise of the maidservant Fotis’ hair in book 2 of the novel is an empty piece of the type of rhetorical tour de force that characterizes the Second Sophistic. Finkelpearl argues, however, that hairstyle and other styles of appearance and dress can serve in the Augustan poets as emblems of literary doctrine and that Apuleius... (shrink)

Preparing the Next Generation of Oral Historians is an invaluable resource to educators seeking to bring history alive for students at all levels. Filled with insightful reflections on teaching oral history, it offers practical suggestions for educators seeking to create curricula, engage students, gather community support, and meet educational standards. By the close of the book, readers will be able to successfully incorporate oral history projects in their own classrooms.

In lieu of an abstract, here is a brief excerpt of the content:American Journal of Philology 122.3 (2001) 454-458 [Access article in PDF] Stephen J. Harrison. Apuleius: A Latin Sophist. Oxford: Oxford University Press, 2000. vi + 281 pp. Cloth, $74.00. Despite the flurry of books on Apuleius in the last fifteen years, Stephen Harrison's is the first to offer a systematic analysis and coverage of all of Apuleius' works, including the fragments. Others have either focused entirely on the Metamorphoses (...) or on the philosophical works, but Harrison approaches the whole corpus as the work of an author with one aim throughout: to entertain and to display his learning. Putting Apuleius firmly in the intellectual context of the Second Sophistic, as it manifested itself in a Latin form in the cultural "backwater" of North Africa, Harrison consistently argues for a reading of Apuleius which makes his works seem less anomalous, more in the Latin mainstream, and even "unsurprising," given their context within the Greek Sophistic traditions as modified for a Latin audience. While there is much in the general outlook of this book with which I disagree, the work is a compendium of useful information and resources. Harrison has read absolutely everything on Apuleius and related fields and makes it all accessible to the reader via a copious bibliography and instructive footnotes.Each of six chapters covers a separate body of work: chapter 1: life, background and fragmentary or lost works; chapter 2: Apology; chapter 3: Florida; chapter 4: De Deo Socratis, chapter 5: De Mundo and De Platone; and finally chapter 6: the Metamorphoses. Harrison usefully refers the reader to the most convenient editions, translations, and other relevant material for each work, and in most cases reviews their content. We are given, for example, not only a summary and analysis of each Florida selection, but also a book-by-book plot summary of the Metamorphoses. Such a treatment indicates that Harrison expects a readership inexperienced in Apuleius, though other aspects of the book, such as untranslated Latin passages from De Deo Socratis, where no English translation is currently in print, imply a different kind of reader. In the end, the book will probably be of most use as a resource for those writing on Apuleius' less well-known writings. [End Page 454]As Gerald Sandy's book The Greek World of Apuleius: Apuleius and the Second Sophistic (Leiden 1997) might at first seem to cover much the same ground as Harrison's, some distinction is in order. Sandy's book is more concerned to illustrate the nature of the Greek cultural framework in which Apuleius worked and focuses as much on the nature of that world as on Apuleius. Harrison, on the other hand, keeps Apuleius very much at the center of his investigation, emphasizing also the Roman qualities of his adaptations. The two books do, however, share a view of Apuleius as a Sophist rather than a committed philosopher, a dilettante with many fairly shallow interests whose central aim is to entertain and show off.In the first chapter, Harrison's collection and assessment of the fragments is quite convenient, as it includes several not in Beaujeu's Budé edition, and it represents the first attempt to make any real sense of the fragments and the works to which they may belong. Occasionally, Harrison's zeal to set a fragment in the context of the Sophistic work he expects to find leads to implausibility. For example, Apuleius quotes a phrase at Apology 33, saying that his opponents have read in one of his [lost] works: "interfeminium tegat et femoris obiectu et palmae velamento." In Harrison's view, reasonably enough, the phrase must describe a statue in a Venus-like pose, but this observation leads him to conclude: "It is tempting to think that Apuleius might have written a work describing real or imaginary statues or paintings in the sophistic manner of the Imagines of Lucian or Philostratus, perhaps plundering the sections on art in Pliny's Natural History, but this remains pure speculation" (36). This example, though not representative of Harrison's usual caution, will give a sense of the book's efforts... (shrink)

Theophrasti Characteres recensuit Hermannus Diels. Oxford Classical Texts. 1909. 3s. 6d. net. Pp. xxviii + .Θεοφρστου Xαρακτxs22EFρες. The Characters of Theophrastus. An English Translation from a Revised Text. With Introduction and Notes by R. C. Jebb, M.A. A new edition. Edited by J. E. Sandys, Litt.D. Macmillan. 1909. 7s. 6d. net. c. 23×14½. Pp. xvi+229.

In lieu of an abstract, here is a brief excerpt of the content:The Object of French Studies GebrauchkunstRichard Klein (bio)If I may say something about the title—it points to the possibility that we are discussing the nature and future of French studies at the precise moment that France is about to disappear. There are those who believe that on January 1, 1999, when the euro becomes the common currency of the European Union, France will become a province of Germany. Effectively (...) real sovereignty will pass from Paris to Frankfurt.Already there are those at Cornell, for example, who think that we, in the French section, should seek to merge with the German department. I support the move (which isn’t going to happen), if only as a permanent reminder to avoid the fetishism of French. In today’s world, French is a question more than an answer to any question. French studies should be open even to the possibility that, these days, to speak French, it is becoming more and more necessary to speak German. The opposite has been true for a long time, as the French smugly know all too well—having for centuries lent their language of refinement and savoir-vivre to the Huns. The imminence of the conjuncture should remind us, too, that French studies is itself situated within the history of French—is transformed in its possibilities and embodiments by that history and by what is happening now, as we say, historically. Finally, the point here is to recall that the question of French studies has a history, that it is not merely being invented at this moment, but also reactivated as an object of discussion and debate.In fact, the current debate has been going on for some time. In 1993–94 the issue was addressed at two national conferences: a two-part symposium was organized by the Committee for the Future of French Studies at the University of Pennsylvania and the University of Wisconsin; another was held at New York University organized by the Association for French Cultural Studies and the Institute of French Studies. Summer institutes at Dartmouth and Northwestern have dealt with the issue. There is a large and growing bibliography. I cite some of the most prominent recent articles—to judge by how frequently they are cited in others I have read:—Emily Apter, “Comparative Exile: Competing Margins in the History of Comparative Literature.”—Lawrence Kritzman, “Identity Crises: France, Culture, and the Idea of the Nation.—Marie-Pierre Le Hir, “French Cultural Studies in the United States.”—Sandy Petrey, “French Studies/Cultural Studies: Reciprocal Invigoration or Mutual Destruction?”—Kristen Ross, Fast Cars, Clean Bodies: Decolonization and the Reordering of French Culture (often cited as the best example we have of what French studies might be).—Kristen Ross, “World Literature and Cultural Studies.”—Thomas Pavel, “Les études culturelles: Une nouvelle discipline?” Many questions have been raised in these articles about the possibility and necessity of doing French studies. There are those here who take it for granted that one can identify something French, can locate whatever it is that may be said to participate in a specifically French identity. Some, like Pavel, see French studies (and a fortiori so-called cultural [End Page 5] studies) as an excuse for doing n’importe quoi; it defies definition and merely authorizes more confusion and incoherence. Others, like Kritzman, have a more optimistic notion of how one could define French studies without abandoning some notion of the specificity and uniqueness, the irreducible identity of what is called French.Some critics, like Ross and Le Hir, tend to see French studies as inevitably serving to dissolve any particularism associated with French. What is called French culture has been irretrievably pluralized by the effects of decolonization, by the multiplication of francophonies and by their insertion into an Americanized system of globalization. Kids in suburbs of Paris and Cairo wear American baseball hats turned around and grow up eating McDonald’s. Where is the French in that? The object of French studies may be nothing but France’s assimilationist tendency to colonize others, to claim a universal mission, even as it is transformed by its own failed colonial history and by the very diversity it aims to... (shrink)

On Roger Bacon's life and works, by A. G. Little. -- Der Einfluss des Robert Grosseteste auf die wissenschaftliche Richtung des Roger Bacon, von L. Baur. -- La place de Roger Bacon parmi les philosophes du xiie siècle, par F. Picavet. -- Roger Bacon and the Latin vulgate, by F. A. Gasquet. -- Roger Bacon and philology, by S. A. Hirsch. -- The place of Roger Bacon in the history of mathematics, by D. E. Smith. -- Roger Bacon und seine (...) Verdienste um die Optik, von E. Wiedemann. -- Roger Bacon's Lehre von der sinnlichen Spezies und vom Sehvorgange, von S. Vogl. -- Roger Bacon's art des wissenschaftlichen Arbeitens dargestellt nach seineer Schrift De speculis, von Würschmidt. -- Roger Bacon et l'horreur du vide, par P. Duhem. -- Roger Bacon : his relations to alchemy and chemistry, by M. M. P. Muir. -- Roger Bacon and gunpowder, by H. W. L. Hime. -- Roger Bacon and medicine, by E. W, Withington. -- Roger Bacon in English literature, by Sir J. E. Sandys. -- Roger Bacon's works with references to the mss. printed editions, by A, G. Little (p. [375]-425). (shrink)

Probability and Statistics: 5 Questions is a collection of short interviews based on 5 questions presented to some of the most influential and prominent scholars in probability and statistics. We hear their views on the fields, aims, scopes, the future direction of research and how their work fits in these respects. Interviews with Nick Bingham, Luc Bovens, Terrence L. Fine, Haim Gaifman, Donald Gillies, James Hawthorne, Carl Hoefer, James M. Joyce, Joseph B. Kadane Isaac Levi, D.H. Mellor, Patrick Suppes, Jan (...) von Plato, Carl Wagner, Sandy Zabell. (shrink)

A growing body of research suggests that follower perceptions of ethical leadership are associated with beneficial follower outcomes. However, some empirical researchers have found contradictory results. In this study, we use social learning and social exchange theories to test the relationship between ethical leadership and follower work outcomes. Our results suggest that ethical leadership is related positively to numerous follower outcomes such as perceptions of leader interactional fairness and follower ethical behavior. Furthermore, we explore how ethical leadership relates to and (...) is different from other leadership styles such as transformational and transactional leadership. Results suggest that ethical leadership is positively associated with transformational leadership and the contingent reward dimension of transactional leadership. With respect to the moderators, our results show mixed evidence for publication bias. Finally, geographical locations of study samples moderated some of the relationships between ethical leadership and follower outcomes, and employee samples from public sector organizations showed stronger mean corrected correlations for ethical leadership–follower outcome relationships. (shrink)

This paper considers the state of contingent laborers, Ph.D. holders, lovers of robust scholarship, and hopeful academics who toil away in the neoliberal university in the search for the academic good life. The author argues that the academic good life is a fantasy and agrees that the fantasy is cruel, i.e. not attainable or livable, but does suggest the practices of teaching and conducting research, the practices that make up a scholarly life, are sustainable activities of a good life that (...) can and should inform how we use the university. After drawing on Alasdair MacIntyre and Chris Higgins to picture the academic good life, Deane turns to theories of refusal articulated by Sandy Grande and Bonnie Honig to suggest refusal practices for reimagining lives that are academic and good. (shrink)

Amodel for inventing newsignals is introduced in the context of sender–receiver games with reinforcement learning. If the invention parameter is set to zero, it reduces to basic Roth–Erev learning applied to acts rather than strategies, as in Argiento et al. (Stoch. Process. Appl. 119:373–390, 2009). If every act is uniformly reinforced in every state it reduces to the Chinese Restaurant Process—also known as the Hoppe–Pólya urn—applied to each act. The dynamics can move players from one signaling game to another during (...) the learning process. Invention helps agents avoid pooling and partial pooling equilibria. (shrink)

The Intergovernmental Platform on Biodiversity and Ecosystem Services have recently launched themselves as the UN-sanctioned instrument for conserving nature. They seek to establish themselves as the authority in this field alongside the well-known Intergovernmental Panel on Climate Change in climate science. Quickly following or even before recent publication of their conceptual framework in two biology journals, they were already underway building upon it. This headlong push, we believe, is ill advised. We show how the framework is unsound as a foundation (...) for further work—in a number of ways and perhaps even by its authors’ own lights. It is therefore urgent that the IPBES thoroughly and thoughtfully reconsider their framework before too much effort is wasted. (shrink)

Working from an integration of Michael Polanyi‘s image of learning as self-destruction and Max Weber’s analysis of the ethics of scholarship, the author explores the implications of Polanyi’s argument concerning “the depth to which the... person is involved even in... an elementary heuristic effort”. In the process, the author raises questions about current expectations concerning faculty “performance” and current methods of assessing faculty success in the classroom.

Islamic civilization; Arab countries; intellectual life; history.

In this paper I discuss the important yet overlooked role played by time in public health ethics, clinical ethics, and personal ethics, and present an exploratory analysis of temporal inequalities and temporal autonomy.