Background: In order to improve ontology quality, tool- and language-related tutorials are not sufficient. Care must be taken to provide optimized curricula for teaching the representational language in the context of a semantically rich upper level ontology. The constraints provided by rigid top and upper level models assure that the ontologies built are not only logically consistent but also adequately represent the domain of discourse and align to explicitly outlined ontological principles. Finally such a curriculum must take into account the (...) pre-existing skills and knowledge of the target audience. -/- Objective: To develop a well-structured curriculum aligned to the particular requirements of life science professionals, in order to enable them to create logically sound, domain adequate and predicable ontologies using the Web Ontology Language (OWL) in Protégè. -/- Methods: Content selection for the curriculum was based on the literature, pre-existing tutorials, and a guideline for good ontology development (i.e ontology design enhancing domain adequacy, sustainability and interoperability) that drew on the authors previous experiences with large ontology development projects. Learning objectives were formulated according to a needs assessment of the targeted learners, who were students trained in life sciences with basic knowledge and practical skills in computer science. As instructional format we choose an approach with a high amount of practical exercises. The curriculum was first implemented with 24 Students and 7 lecturers/ tutors over 5 full days. The curriculum was evaluated by gathering the participants feedback via a questionnaire. -/- Results: Curricular development produced 16 modules of approximately 2 hours each, which covered basic principles of Applied Ontology, description logic syntax and semantics, as well as best design practices outlined in ontology design patterns and variants of the BioTop upper ontology. An opinion survey based on questionnaires indicated that the participants took advantage from the teaching strategies applied, as they indicated good knowledge gain and acknowledged the relevance of the modules. The difficulty was rated slightly lower. -/- Conclusion: The development of teaching material for principled ontology design and best practices is of crucial importance in order to enhance the quality of biomedical ontologies. Here, we present a curriculum for a week long workshop, leveraging on current educational principles, focusing on interactive hands-on exercises, group interactions, and problem-oriented learning. Whereas evaluation clearly showed the success of this approach, in particular regarding student’s satisfaction, the objective measurement of traceable effects on the quality of the generated ontology, although of much higher interest, has just started. (shrink)

Glastonbury Abbey was the wealthiest and most influential monastery in later Anglo-Saxon England. It was a noted centre of scholarship, and claimed ancient origins which were later extravagantly embellished to link the house with such luminaries as St Patrick, St David and King Arthur. The historiographical evidence for Glastonbury is particularly challenging, because the accounts of the monastery's early history were revised and interpolated over centuries, as the legends grew. There are also complications in the study of its archive: (...) the manuscripts are mostly late and corrupt, and the whole is overshadowed by the contents list of a lost cartulary, which included many more early charters than now survive. The present volume is the first critical edition of the sixty-one surviving charters from the abbey's pre-Conquest archive, which date from the later seventh century to the reign of Cnut. The texts are edited to a high standard, with comprehensive commentaries that include translation and elucidation of the Old English boundary clauses, and authoritative assessments of authenticity. There is a long introduction with analysis and synthesis of the documentary evidence for Glastonbury's history in the Anglo-Saxon period and for the accumulation of its endowment, including a section on William of Malmesbury's works on Glastonbury. The volume concludes with a series of appendixes which present all the evidence for the lost charters in the Liber Terrarum and in other sources. (shrink)

The sudden emergence of the COVID-19 pandemic brought global disruption to every aspect of society including healthcare, supply chain, the economy, and social interaction. Among the many emergent considerations were the safety and public health of the public, patients, essential workers, and healthcare professionals. In certain locations, clinical research was halted—or terminated—in deference to the immediate needs of patient care, and clinical trials focusing on the treatment and prevention of coronavirus infection were prioritized over studies focusing on other diseases. Difficult (...) decisions were made rapidly; flexibility and reconsideration were necessary not only because the intensity and severity of infection varied over time and by locale but also because knowledge of the disease and understanding of its treatment grew. Here we discuss the ethical challenges in decision-making and competing ethical tensions during the pandemic in an effort to advance future preparedness. (shrink)

In remote regions of the eastern Andaman, into the 1990s, a remarkable rapport with nature's forces was occurring.1 Most strikingly expressed during adolescence, it emerged spontaneously from a local type of consciousness. Both the capability and the underlying consciousness were conceived within a pervasive milieu of lushly sensual infant nurture.2 So dependable was the pattern of affection, it spawned a tactile language long before onset of speech. Speech, learning and sociality then followed in the eros‐driven paradigm already set. So did (...) a rare rapport with nature's forces.With nothing in the culture to discourage it, eros was not walled‐off as children grew. It remained firmly at the root of consciousness on through teens. To be a child out in those seas was to move spontaneously and digressively out into life pursuing sundry passion pulses. When erotic power escalated during adolescence, rapport with natural forces dramatically increased. Spectacular gambolings with nature began bursting forth—sometimes astonishingly complex rhythmic ones. No clouds of moody adolescent angst discouraged spontaneity; no flattening of affect suppressed adolescent verve; no emotional dissimulation confounded purpose. Adolescence was a time for a blossoming of affect, for melding deeply and dynamically with habitat. It was a time to profoundly dance with nature's forces.Possessing a protean character, love lies more fluidly within the human frame than language. Following its own inner protocols, love seems able to evade the stable kinds of labeling required for logical inquiry. In exotic cultures it is hard to see at all. In the eastern Andaman, its workings were initially invisible to Western eyes. It was necessary to firm up subliminal awarenesses before the workings out of eros could even be detected there. Though difficult to deal with scientifically, love plays such a profound role in the affairs of humankind that it begs experimental types of scrutiny.A fracturing of love into Bacchanalian and Sublime occurred during the early Greek foundations of Western culture. Out of that schism Western ethos grew. The ethos molded the Western type of consciousness. In the eastern Andaman, eros was not cleaved at all. It shaped a type of psyche not countenanced by the West since its prehistory. (shrink)

People have always been xenophobic, but an explicit philosophical and scientific view of human racial difference only began to emerge during the modern period. Why and how did this happen? Surveying a range of philosophical and natural-scientific texts, dating from the Spanish Renaissance to the German Enlightenment, Nature, Human Nature, and Human Difference charts the evolution of the modern concept of race and shows that natural philosophy, particularly efforts to taxonomize and to order nature, played a crucial role. Smith demonstrates (...) how the denial of moral equality between Europeans and non-Europeans resulted from converging philosophical and scientific developments, including a declining belief in human nature's universality and the rise of biological classification. The racial typing of human beings grew from the need to understand humanity within an all-encompassing system of nature, alongside plants, minerals, primates, and other animals. While racial difference as seen through science did not arise in order to justify the enslavement of people, it became a rationalization and buttress for the practices of trans-Atlantic slavery. From the work of François Bernier to G. W. Leibniz, Immanuel Kant, and others, Smith delves into philosophy's part in the legacy and damages of modern racism. With a broad narrative stretching over two centuries, Nature, Human Nature, and Human Difference takes a critical historical look at how the racial categories that we divide ourselves into came into being. (shrink)

To examine Heidegger's pedagogy is to be invited into a particular era and cultural reality—starting in Weimar Germany and progressing into the rise and fall of the Third Reich. In his attempt to reform the German university in a strictly hierarchical, authoritarian and nationalistic mold, Heidegger addressed one group of students and professors and not another. The petit‐bourgeois student and the future philosophers he invited with his ‘logic of recruitment’ into the corps of instructors, would share his coded language with (...) its built‐in taboos and censorship. The result was a rhetoric of absolute self‐reference and a semiotic of pure propaganda, based on the evocation of the ancient Greeks in which the philosopher meant to project all that was properly Germanic. Heidegger's rhetoric is exclusionary; its politics and its philosophy are interpenetrating. His lecture courses grew increasingly poeticized, and thus mired in ambiguity, evasion, elision, avoidance, grandiloquence. Parallels are drawn in this essay between Heidegger and our time. Is Heidegger's insistence on autocratic controls within the German university comparable to the corporate positions taken today by some educators? How does the shifting relation between disciplines affect the role of the specialist? How might the sciences morales or humanities, along with the much maligned ‘humanism’, be redefined morally and holistically? (shrink)

Maximiliano Korstanje presents an overview and analysis of the work of the Argentinian Sociologist and physician, José Ingenieros (1877-1925). In fact, José Ingenieros was a seminal scholar who contributed directly to the formation of sociology in Latin America. Born in Palermo, Italy Ingenieros grew up in Buenos Aires, Argentina. He trained in medicine, psychiatry, sociology and philosophy, he devoted much of his life to addressing societal challenges such as mass migration, imperialism, marginality, criminality and social identity. Korstanje takes in (...) turn the key areas of Ingenieros's work and examines how his thinking can be brought to bear on the social challenges of today. In particular his work on mass migration and the "Other" have echoes in the problems facing many countries in the early twenty-first century. A valuable resource for scholars and students looking to better understand this key figure in Argentinian - and Latin American - sociology in the early twentieth century. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Wyclif on RightsStephen E. LaheyIn the study of medieval political philosophy the tendency has been to pay attention to thinkers who appear to have contributed to the birth of the modern. While the value in coming to understand how modern political thought developed is undeniable, this tendency is accompanied by an implicit, perhaps unintentional, devaluation of the study of that which did not contribute as obviously to modernity. In (...) the history of the idea of the natural right scholars have distinguished between the objective and the subjective right, characterizing the subjective right as what lies at the heart of the classically modern and liberal. One could get the impression that the good political philosophers, having hit upon the subjective right, dispensed with talk of the old-fashioned objective right just as people abandoned gaslight when Edison’s lightbulb went on the market. 1 But this is not what happened; not only did objective rights discourse continue into the modern period, but it was not necessarily the idiom solely of religious and political conservatives.Some late medieval philosophers, notably Marsilius of Padua, even came up with progressive and unorthodox political visions while adhering to the objective right. I will show that at least one late medieval political theory founded on the objective right, that of John Wyclif, can be argued to be as innovative in several important aspects as that of any of the better-known fourteenth-century advocates of the subjective right. To do that, I will divide this paper into three parts. In the first, I will explain the difference between objective and subjective theories of the right, making note of what we can reasonably expect from a fourteenth-century political theory in the way of toleration and briefly introducing John Wyclif’s life and works. In the second I will recount Wyclif’s view of ius, or the right, as it appears in his political writings, and in the third I will explain how this concept has a bearing on elements in his political thought that are recognizably unorthodox and even tolerant to modern, liberal eyes. Having [End Page 1] shown how Wyclif’s objective right plays out in his innovative and reformative political scheme, I hope to have helped to dispel the dogma that the only early rights theories worth studying are those that evolved into ones we use.I.a. Objective and Subjective RightsThe explicit distinction between objective and subjective rights is a new one, invented by scholars of the history of political thought to distinguish between the sense of the term ius, or right, as that which is just in accordance with a set body of law, and the sense of ius which refers to a licit power or faculty belonging to an individual in accordance with right reason. 2 The objective right is grounded in Roman law and functioned in medieval legal and political thought as it had in antiquity. Generally, an individual had a ius to act or be acted upon if that action was commensurate with the law. Among the Romans, that law was either Roman law, or it was according to objective natural law; with the introduction of Christian monotheism, the ius was “right” according to God’s law. Tuck notes that the concept of dominium had long been of a piece with objective ius and explains that dominium had usually been seen as a species of objective ius. If someone has just dominium over something, it is because their relation of dominium is “(what is) right,” ius, in accord with justice, iustitia. He argues that when dominium, which he understands to mean “property,” is equated with ius, “right,” the foundation is laid for a possessive (subjective) right. 3 While this is problematic on several counts, not the least of which is the restriction of dominium to the ownership of property, it illustrates the relatedness of the two concepts ius and dominium. 4As juristic sophistication grew in the twelfth century, it became useful to distinguish between ius in re, “right in a thing,” and ius ad rem, “right to a thing.” If someone has a ius in re, they can use the thing and/or exercise dominium... (shrink)

This essay introduces a special report from The Hastings Center entitled Democracy in Crisis: Civic Learning and the Reconstruction of Common Purpose, which grew out of a project supported by the John S. and James L. Knight Foundation. This multiauthored report offers wide‐ranging assessments of increasing polarization and partisanship in American government and politics, and it proposes constructive responses to this in the provision of objective information, institutional reforms in government and the electoral system, and a reexamination of cultural (...) and political values needed if democracy is to function well in a pluralistic and diverse society. The essays in the special report explore the norms of civic learning and institutions, social movements, and communal innovations that can revitalize civic learning in practice. This introductory essay defines and explains the notion of civic learning, which is a lynchpin connecting many of the essays in the report. Civic learning pertains to the ways in which citizens learn about collective social problems and make decisions about them that reflect the duties and responsibilities of citizenship. Such learning can occur in many social settings in everyday life, and it can also be facilitated through participation in the processes of democratic governance on many levels. Civic learning is not doctrinaire and is compatible with a range of public goals and policies. It is an activity that increases what might be called the democratic capability of a people. (shrink)

This article does not attempt, except in a general way, to indicate Plutarch's sources for this Life, since any such attempt, in the absence of much of the relevant literature, is foredoomed to failure. It aims rather at showing the different types of biographical literature which grew up around this figure and which form the basis of Plutarch's Life, and to show what seems the most probable relationship of this Life to the biography of Nepos and to Cicero's Cato, (...) both of which works have, in the present writer's opinion, been too readily assumed by some critics as Plutarch's sources. We may most conveniently deal with Plutarch's Life first, and then pass on to Cicero's and Nepos' presentations. (shrink)

An English translation of an historically oriented inquiry into Epicurean thought concerning religion. The theme of ataraxia and its consistency with a belief in the existence of the gods is developed in relation to Epicurus' thought concerning friendship, religion, and the Stoic doctrine which grew out of Plato's Timaeus.--J. E. B.

This volume grew out of work on Berkeley which was presented in a dissertation several years ago. Though now much revised and greatly expanded. particularly in respect of the theory of concepts, a good part of the present text rests on this earlier foundation. I therefore gladly take this opportunity to express my appreciation to my teachers both at Indiana University and at McGill, and especially to Professor Newton Stallknecht who directed my dissertation. For permission to quote from the (...) Berkeley manuscripts in their keeping, I have first to thank the Trustees of the British Museum, and the Board of Trinity College Dublin. I wish further to thank the Bodleian Library, Oxford for allowing me to quote from their collection of Locke manu scripts. Also I am grateful to the Editor of Filoso/ia for letting me use excerpts from an article that first appeared in the Stu'di Internazionali di Filoso/ia, and to George Allen and Unwin. Publishers, for permission to quote a long passage from Bertrand Russell's Analysis 0/ Mind. From thesis project to published book, my research on the Berkeley manuscripts has been made possible by the generous and timely support of the Canada Council. Finally. I wish to thank Mrs. Anne Hillier for preparing the manuscript with great patience and skill. (shrink)

In this essay, David Meens examines the viability of John Dewey's democratic educational project, as presented in Democracy and Education, under present economic and political conditions. He begins by considering Democracy and Education's central themes in historical context, arguing that Dewey's proposal for democratic education grew out of his recognition of a conflict between how political institutions had traditionally been understood and organized on the one hand, and, on the other, emerging requirements for personal and social development in the (...) increasingly interconnected world of the early twentieth century. Meens next considers Dewey's ideas in our contemporary context, which is dominated by a neoliberal ideology that extends the economic logic of Smithian efficiency to all domains of modern social and political life. He argues that the prevalence of neoliberalism poses two challenges to Deweyan democratic education: first, Dewey's emphasis on general education and a resistance to specialization is economically inefficient; and second, Dewey's strong, democratic conception of the “the public” is anathema to the neoliberal vision of the public as a conglomeration of individual agents. These challenges, he concludes, significantly stack the deck against Deweyan education by ensuring that the latter will be neither economically practicable nor widely understood. (shrink)

This essay introduces a special report from The Hastings Center entitled Democracy in Crisis: Civic Learning and the Reconstruction of Common Purpose, which grew out of a project supported by the John S. and James L. Knight Foundation. This multiauthored report offers wide‐ranging assessments of increasing polarization and partisanship in American government and politics, and it proposes constructive responses to this in the provision of objective information, institutional reforms in government and the electoral system, and a reexamination of cultural (...) and political values needed if democracy is to function well in a pluralistic and diverse society. The essays in the special report explore the norms of civic learning and institutions, social movements, and communal innovations that can revitalize civic learning in practice. This introductory essay defines and explains the notion of civic learning, which is a lynchpin connecting many of the essays in the report. Civic learning pertains to the ways in which citizens learn about collective social problems and make decisions about them that reflect the duties and responsibilities of citizenship. Such learning can occur in many social settings in everyday life, and it can also be facilitated through participation in the processes of democratic governance on many levels. Civic learning is not doctrinaire and is compatible with a range of public goals and policies. It is an activity that increases what might be called the democratic capability of a people. (shrink)

Children’s cognitive control and knowledge at school entry predict growth rates in analogical reasoning skill over time; however, the mechanisms by which these factors interact and impact learning are unclear. We propose that inhibitory control (IC) is critical for developing both the relational representations necessary to reason and the ability to use these representations in complex problem solving. We evaluate this hypothesis using computational simulations in a model of analogical thinking, Discovery of Relations by Analogy/Learning and Inference with Schemas and (...) Analogy (DORA/LISA; Doumas et al., 2008 ). Longitudinal data from children who solved geometric analogy problems repeatedly over 6 months show three distinct learning trajectories though all gained somewhat: analogical reasoners throughout, non-analogical reasoners throughout, and transitional – those who start non-analogical and grew to be analogical. Varying the base level of top-down lateral inhibition in DORA affected the model’s ability to learn relational representations, which, in conjunction with inhibition levels used in LISA during reasoning, simulated accuracy rates and error types seen in the three different learning trajectories. These simulations suggest that IC may not only impact reasoning ability but may also shape the ability to acquire relational knowledge given reasoning opportunities. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 39.1 (2001) 155-156 [Access article in PDF] Terry Pinkard, Hegel: A Biography. New York: Cambridge University Press, 2000. Pp. xx + 780. Cloth, $39.95. Having already made an important contribution to Hegel scholarship with his book, Hegel's Phenomenology: The Sociality of Reason, Terry Pinkard has now published an outstanding biography of the great nineteenth century thinker. Pinkard explains extraordinarily well the complicated philosophical (...) and social contexts in which Hegel's philosophy arose and sheds abundant light on Hegel's personality, life, family, and times. This book validates the very idea of the "sociality of reason," by revealing that Hegel's ideas were shaped by his effort both to understand and to influence the contours of a fledgling modernity. Philosophers who may have been put off either by Hegel's philosophy, or else by the obscure rhetoric in which it is often couched, may give Hegel a second chance if they read this rewarding book.The text begins with a detailed account of Hegel's early life and family, including his familial status within the highly stratified society of the duchy of Württenberg. Pinkard's account of late eighteenth century German politics, including the role played by "estates" in social organization, greatly clarifies issues involved in Hegel's effort to reconcile the benefits of local particularism with those of Enlightenment universalism. Pinkard goes on to provide fascinating details about Hegel's life and personality as he traveled the long and frustrating road to a university professorship at Heidelberg, which he did not attain until 1816, when he was forty six. We learn of Hegel's love for good wine, social gatherings, card playing, opera, and theater. It was during a very busy seven year period (1809-1816), when he was rector of a gymnasium in Nuremberg, that Hegel wrote his Logic. The conservative politics, customs, and educational practices of Roman Catholic Bavaria grated on Hegel, who clearly preferred the political progressiveness of his own (thoroughly modernized) version of Lutheranism. Plagued throughout his career by stuttering and other symptoms of nervousness while lecturing, Hegel's fame grew so great in Berlin that his students regarded such symptoms as evidence of the great thinker's struggle with difficult concepts.Pinkard's book also offers an invaluable account of Hegel's relationships—both intellectual and personal, friendly and disputational—with the leading intellectuals of early nineteenth century Germany, including Hölderlin, Fichte, Schelling, Goethe, Schleiermacher, and many others. Pinkard succeeds brilliantly in explaining not only the philosophical debates of the day, including the rise of and resistance to German [End Page 155] idealism, but also how Hegel positioned his own thought in relation to that of his contemporaries. The book recounts complex debates that took place among authors now long forgotten, but who were at the time important, especially to the young Hegel, who was trying to establish himself professionally. Pinkard's excellent summaries of Hegel's major works, ranging from the Phenomenology to the late lectures on religion, reveal how they relate to the philosophical, cultural, social, political, and economic issues of the era. By closely examining Hegel's letters and unpublished works, and by scrutinizing remarks made about him by his contemporaries, Pinkard shows how strongly Hegel yearned to make a difference in the formation of the modern world.In addition to these and many other notable accomplishments, Pinkard's book also examines the various legends connected with Hegel's life. It was a letter written by Hegel himself that helped to establish the myth that while completing the Phenomenology of Spirit, Hegel could hear the thunder of cannons while Napoleon advanced on Jena. In fact, the book had been substantially completed two weeks earlier (see 228-229). Hegel did in fact father a son out of wedlock, but later formally adopted the boy, who unfortunately never felt fully integrated into the family. Moreover, Hegel's own deeds, not merely his philosophical position in The Philosophy of Right, helped to earn for him the reputation of supporting the conservative views of the Prussian state. For instance, going... (shrink)

Despite spending more on health care than every other industrialized country, the U.S. ranks 37th in health outcomes. These differences cannot be explained away with differences in age and income, or even with quality of care. And, the rate of growth in health care spending in the U.S. continues to increase. The share of the Gross Domestic Product attributable to health care grew from 9% in 1980 to more than 17% in 2011. Health care costs are projected to account (...) for more than one-fifth of our economy by 2021. Despite spending more and more, the U.S. does not have better health outcomes than other countries. Worse, our increasing spending is largely attributable to preventable conditions. More than 85 cents of every dollar spent on health in the U.S. are spent on the treatment and management of chronic diseases, such as those caused by preventable conditions related to obesity and tobacco use. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:“An Immoderate Taste for Truth”: Censoring History in Baudelaire’s “Les bijoux”E. S. Burt (bio)In May 1949, a French Court of Appeals reversed an 1857 decision condemning six poems from Les fleurs du mal for obscenity, in a signal case of a public lifting of a ban against some lyric poems. 1 Among the several interesting features of this case not the least is the decision to proceed against the (...) work in the first place. For lyric poetry does not appear an attractive target for censorship. Its subject matter and formalism remove it far enough from the experience of most readers that Gustave Flaubert, fresh from his troubles with the court over Madame Bovary, could express his surprise at the government’s attack: “This is new,” he wrote to Baudelaire, “this pursuit of a volume of verse.” While Flaubert’s comment was in point of fact inaccurate, he puts his finger on a problem worth considering. 2 Here we have a work that must seem naturally exempt from state intervention, by virtue of a deliberate retreat from risky political subjects, and it nonetheless did get censored by the state. Can anything be learned about “normal” state censorship from this exceptional case? [End Page 19]A key factor in the government’s decision to pursue the book, according to the prosecutor Pinard, was that these poems would prove accessible to a large audience: 3 “An immoral book that had no chance of being read or understood would not be pursued” [1208], he states. In his argument, as in the judgment by the court that the condemned poems “lead necessarily to the exciting of the senses by a coarse realism offensive to modesty” [1182], the assumption is that the work is extraordinarily available, its pictures immediately referable to ordinary experience. In the six condemned poems, language is judged to be not a veil but a tool, and a sex tool at that. “Despite an effort of style” [1182], the poetic situation—in most of the poems that of the boudoir—is painted in a language insufficiently flowery. 4A further interesting feature in the case is that when it comes up again, under DeGaulle’s Fourth Republic, the court summarily dismisses the 1857 judgment of coarse realism as just one possible interpretation, and a forced one at that. Instead, the 1949 court finds that the poems are self-referential, symbolic entities that do not represent ordinary experience:If some pictures, on account of their originality, were able to alarm some minds upon first publication and appeared to the first judges as offensive to morality, such an appraisal, attaching itself only to a realistic interpretation of the poems and neglecting their symbolic meaning, has proved to be of an arbitrary character, unratified by public opinion or by the judgment of the literary world.[St. John-Stevas 249]The shocking representations of 1857, outraging morality, are now understood to deliver the Wordsworthian “shock of mild surprise” by which we recognize the original work of art. In 1949, the poems are precious artifacts; their language is not realistic but symbolical; its sensuous forms reveal an inner, spiritual meaning.A crucial resemblance can be discerned between the actions taken by the two courts: both make their judgments in terms of a “reading pact,” a set of “artificial rules” [1206] that are presumed to govern reading and to have currency in the context. Les fleurs gets policed in the name of this generic purity, with the prosecutor Pinard calling “the judge... a sentinel who must not let the border be crossed” [1206] and the 1949 decision confirming the opinion of the literary world that the supposed transgression against public morality was in point of fact a transformation in the rules regulating the narrow confines of lyric poetry. 5This concern that texts be framed by a reading pact aimed at constraining their interpretation is worth considering in any discussion of censorship that wants to move from the level of pragmatics to that of theory. It leads to queries about the possibility of getting rid of state censorship entirely and about the state’s interest, as guardian and overseer of the archive, in the institutionalization and... (shrink)

Study on the fundamentals of Mimamsa philosophy.