This essay explores the history of the concept of _monstrum_ from Francis Bacon’s _Novum Organum_ to Athanasius Kircher’s _Mundus Subterraneaus_ (1664), as well as its relationship with the origins of science; as in the early modern age, the term _monstra_ is considered as a synonym for _mirabilia naturae_. The introductory part focuses on the difficult definition of “monster”, starting from Aristotle’s famous sentence in _De generatione animalium_: whoever does not looks like his parents, or whatever happens in a different way (...) from the “generality of cases”, is included within the category of the “monstrous”. Monster is a being, whose anomaly represents a warning; therefore, monsters may be considered as signs, susceptible of an allegorical, moral and even political interpretation. In another acceptation of the term, monsters may be considered as the privileged witnesses of the richness and fecundity of nature. In the second part, Bacon’s theory of monsters is exposed: they are classified as _instantiae deviantes_, within that interpretation of nature, through which the Lord Chancellor lays the epistemological foundations of the modern science. In the third, fourth and fifth parts, a taxonomy of monsters is given: at first, by means of the _cabinets des curiosités_, which flourished in sixteenth and seventeenth century Italy, from Naples to Rome, from Bologna to Milan, with famous collectors such as Ferrante Imperato, Ulisse Aldrovandi, Manfredo Settala, Athanasius Kircher; then, through the “books of secrets”, which are at the same time a new, successful literary genre and a way of thinking nature, an aspect of natural history. Among the “professors of secrets”, there are Giovan Battista Della Porta, Ambroise Paré, Leonardo Fioravanti, Jean Fernel, Pierre Borel, Kenelm Digby, and Athanasius Kircher, again, with some disciples of his, such as Kaspar Schott. Secrets of nature and _mirabilia naturae_ are finally compared: the classical list of _mirabilia_, from Pliny the Elder to Kircher, completes the taxonomy of monsters. The sixth and last part of this essay offers an explicative theory of monsters and prodigies: the marvels of nature are magnetic phenomena, which seem to imply a mysterious action at a distance. Such magnetic action can be accounted for on the basis of the Renaissance, Ficinian and Neoplatonic concept of spirit – conceived as the universal vehicle of occult sympathies and antipathies - and then through the seventeenth concepts of corpuscular effluvia, introduced by Pierre Gassendi in his _Physica_ (1658), and _sphaera activitatis_, produced by the effluvia which each body emits, and surrounding it. This sphere is the place when most of marvelous phenomena happen. (shrink)

In the Proceedings of the American Philosophical Association for the fall of 1988, we find the view that “the power of philosophy lies in its radicalness.” The author, Tom Foster Digby, tells us that in our own day “the radical potency of philosophy is particularly well-illustrated by contemporary feminist philosophy” in ways that “could eventually reorder human life.” The claim that philosophy is essentially radical has deep historical roots. Aristotle and Plato each created a distinctive style of social philosophy. (...) Following Ernest Barker, I shall call Aristotle's way of doing social philosophy “whiggish,” having in mind that the O.E.D. characterizes ‘whig’ as “a word that says in one syllable what ‘conservative liberal’ says in seven.” Later whigs shared with Aristotle the conviction that traditional arrangements have great moral weight, and that common opinion is a primary source of moral truth. The paradigm example of a whig moral philosopher is Henry Sidgwick, with his constant appeal to Common Sense and to “established morality.” On the more liberal side, we have philosophers like David Hume who cautions us to “adjust [political] innovations as much as possible to the ancient fabric,” and William James who insists that the liberal philosopher must reject radicalism. In modern times, many social philosophers have followed the more radical example of Plato, who was convinced that common opinion was benighted and in need of much consciousness-raising. Looking on society as a Cave that distorted real values, Plato showed a great readiness to discount traditional arrangements. He was perhaps the first philosopher to construct an ideal of a society that reflected principles of justice, inspiring generations of utopian social philosophers. (shrink)

In the _World Library of Educationalists_, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume, allowing readers to follow the themes of their work and see how it contributes to the development of the field. Mary James has researched and written on a range of educational subjects which encompass (...) curriculum, pedagogy and assessment in schools, and implications for teachers´ professional development, school leadership and policy frameworks. She has written many books and journals on assessment, particularly assessment for learning and is an expert on teacher learning, curriculum, leadership for learning and educational policy. Starting with a specially written introduction in which Mary gives an overview of her career and contextualises her selection, the chapters are divided into three parts: Educational Assessment and Learning Educational Evaluation and Curriculum Development Educational Research and the Improvement of Practice Through this book, readers can follow the different strands that Mary James has researched and written about over the last three decades, and clearly see her important contribution to the field of education. (shrink)

In an essay entitled “Freedom and Personality” I have contended that “intelligence is a principle of indetermination within us.” As I find that my argument, though to myself it appears incontrovertible, has not produced conviction in some quarters where I had hoped it might be effective, I can only suppose that, presumably by my own fault, it was not stated as clearly as it should have been. This must be my excuse for returning to the subject; in doing so I (...) shall try to be, to the best of my power, at once brief and lucid. (shrink)

Memoirs and papers presented at a conference held on the occasion of the 90th birthday of the Mongolian philosopher Ts. Balkhaajav.

À l'école d'Édith Stein -- À la recherche du geste intérieur -- Révéler la presence -- Anthropologie phénoménologique et théorie de l'éducation dans l'oeuvre d'Édith Stein (Résumé).

In his article on “The Nature and the Status of the Study of Politics” 1 Professor White raises, whether explicitly or by implication, some of the most important and, probably permanent problems of the subject. The solutions that he attempts to provide seem to me, however, to be less satisfying than might be expected.

This paper is a discussion and a criticism of the account of the Philosophy of Resemblances which appears in the first chapter of Professor H. H. Price's Thinking and Experience.