Cet excellent recueil d’articles constitue une contribution particulièrement originale à la croisée des études de genre et de l’histoire des Juifs en Allemagne en plaçant au premier plan la question des masculinités. Chaque article examine à nouveaux frais l’idée communément admise que la masculinité juive aurait toujours été perçue comme efféminée et faible alors que la masculinité germanique idéale aurait été au contraire définie comme guerrière et virile. Le recueil offre ainsi un large sp...

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education ed. by David J. Elliott, Marissa Silverman and Gary E. McPhersonCara Faith BernardDavid J. Elliott, Marissa Silverman, and Gary E. McPherson, eds., The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education (New York, NY: Oxford University Press, 2019)Three leading voices in music education, David J. Elliott, Marissa Silverman, and Gary E. McPherson, (...) consistently work to reconceive how music educators create and challenge the discourses of music learning and the ways in which people engage with music. The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education furthers their contributions and serves as a break from the familiar and common “default philosophy of assessment” of tests, standards, regimens, and rankings to invite new ways of approaching music assessment.1 They, along with their coauthors, apply their theoretical, research, and teaching experience to examine music assessment through social praxis and how individuals and communities “deepen their growth as knowing and compassionate human beings.”2 In short, this Handbook is an invitation for music educators of all levels to reengage with their values and name them in their current and future practices.Using the current neoliberal state of education as a backdrop, Elliott, Silverman, and McPherson portray schools as spaces that yield corporate types of learning practices and assessments which “place little value on arts education.”3 Countering these realities, the diverse cadre of authors examines assessment [End Page 123] from different settings, roles, policies, and practices, organized around four themes. The first theme examines assessment through theoretical ideas including critical pedagogy, pragmatism, and Deleuzean frameworks. Next, in methodological practices, new ideas for assessment are considered through teacher evaluation, working with students with disabilities, and incorporating habits of mind. Creativity explores assessment through technological possibilities, popular music, and drawing, among others. Closing with international perspectives, the authors explore assessment through German and Scandinavian bildung/bildning, care as a driving force of assessment in South Africa, and an Iranian non-regulated perspective of assessment.Alexandra Kertz-Welzel asks: “Who decides what is assessed? How it is assessed? By whom is it assessed?”4 These questions are embraced and challenged throughout the Handbook. Instead of conceiving of assessment as something diagnostic—reaching musical benchmarks and aptitudes deemed by outside authorities—the authors welcome an epistemological shift of assessment. What might happen when music educators replace written self-assessments, quizzes, and playing tests in favor of, say, habits of mind (as Jillian Hogan and Ellen Winner describe in their chapter5) such as listening, noticing, being part of a community, persisting, expressing oneself, imagining, and making decisions? These changes might transform a community, one where students and teachers embrace music making beyond mere replication.6 The authors suggest ways of engaging in acts of subversion, resistance, care, and pragmatism to push past the product-driven view of assessment dictated by neoliberal and for-profit discourses.Historically, assessment has been contextualized, discussed, and critiqued through its practices; its purpose has been to gain information which aids in making decisions about teaching. In many contexts, particularly in the U.S., assessment practices stem from current educational policies, namely those noted in teacher evaluation systems.7 Such practices are intended to show student growth and drive instruction, to better label teaching quality and student success.8 In my own research on teacher evaluation, I found that music educators struggle with definitions and strategies of assessment; as a result, they defer to assessments based on hierarchies of musical skill and technique.9 Yet, Charlotte Danielson, a creator of many U.S. teacher evaluation frameworks, reminds that teaching “is not simply a matter of following a script of carrying out other people’s instructional designs.”10 Having to uphold the demands of assessment and evaluation forced many of the participants in my research to become compliant, even when they knew their teaching strategies were ancillary to who the students were and what they needed. They fabricated their assessments— often in the form of exit slips and inauthentic writing and musical compositional activities—to comply with policies. As a result, teachers’ values for music [End Page 124] teaching and learning were omitted from... (shrink)

Name der Zeitschrift: Der Islam Jahrgang: 94 Heft: 2 Seiten: 609-611.

The chief feature of Gadamer's philosophy is his claim that the humanities obey their own rules concerning reading texts and ensuring certitude. The promise of certitude is illusory, however, and the discourses on interpretation by him and his leading disciples are too confused to instruct the reader. His own sketch of his philosophy, published in his autobiographic Philosophical Apprenticeship, and its reflection in Gadamer and Hermeneutics (Hugh J. Silverman, ed.), shows this and reveals him as still too insensitive to (...) the national tragedy of the Third Reich, which he witnessed. (shrink)

According to the evolutionary hypothesis of Silverman and Eals (1992, Sex differences in spatial abilities: Evolutionary theory and data. In J. H. Barkow, L. Cosmides, & J. Tooby (Eds.), The adapted mind: Evolutionary psychology and the generation of culture (pp. 533–549). Oxford: Oxford University Press), women evolutionary hypothesis, women surpass men in object location memory as a result of a sexual division in foraging activities among early humans. After surveying the main anthropological information on ancestral sex-related foraging, we review (...) the evidence on how robust women’s advantage in object location memory is. This leads us to suggest that the functional understanding of this type of memory would benefit from comparing men and women in carefully designed and ecologically meaningful cognitive contexts involving, for instance, incidental versus intentional settings that call for either the absolute or relative encoding of the locations of common versus uncommon objects. (shrink)

Review of Ruben Andersson,Illegality, Inc. (Oakland, CA: University of California Press, 2014)and Amy Nethery and Stephanie J. Silverman(eds.), Immigration Detention: The Migration of a Policy and its Human Impact.(London and New York: Routledge, 2015).

The Supremacy of Love advocates an agape-centered vision of virtue ethics, combining traditional Aristotelian ethics with insights from Thomas Aquinas. It shows why virtue is good for the virtuous individual, reimagines impartiality so that it is compatible with close personal relationships, and has pluralistic cross-cultural applications.

This title, first published in 1991, opens with an account by Gadamer of his own life and work and their relation to the achievements of hermeneutics. Building upon the key theme of dialogue, Gadamer and Hermeneutics provides a series of essays, either linked Gadamer to other major contemporary philosophers or focusing on a given Gadamerian theme. This book will be of interest to students of literary theory.

Let me begin with some of the background worries that motivate the paper. First, for years I have been working on the relation of the Timaeus to the Republic guided by this triple analogy: as the demiurge is to the cosmos, so the philosopher-ruler is to the polis, so reason is to the soul or individual. The key claim is Tim. 29e: the demiurge is good and so wants to make everything it makes like it itself is, i.e., good, as (...) good as possible. I take the demiurge to be reason idealized, so I infer reason wants to make everything it makes as good as possible. This sets the stage: how is reason related to the good? (shrink)

In _Philosophy and Non-Philosophy since Merleau-Ponty,_ editor Hugh J. Silverman has collected essays from the leading scholars in Continental philosophy, creating a forum for the discussion of contemporary writings and differing perspectives on the role of philosophy since the death of Merleau-Ponty: Sartre, Barthes, Heidegger, Lacan, Levinas, Deleuze, Foucault, Lyotard, Habermas, and Derrida. Included in this volume is Silverman's translation of Merleau-Ponty's last course at the Collège de France in 1960-61 and an extensive research bibliography. Originally published in (...) 1988, _Philosophy and Non-Philosophy since Merleau-Ponty_ is a fascinating inquiry into the developments, directions, and ruptures in Continental philosophy since Merleau-Ponty's death in 1961. (shrink)

John Alderson, Principled Policing: Protecting the Public with Integrity Winchester, U.K.: Waterside Press, 1998, 185 pp.

The authors first focus on the diversity of traditions in connection with the texts of Hegel, Marx, Kierkegaard, Sartre, and De Beauvoir.

In 2022, two surveys revealed important data about vision in the United States. According to the National Health Interview Survey (NHIS), over 50 million American adults reported they either “have...

I argue that we should rethink the nature and scope of Spinoza’s “one and the same” relation. Contrary to the standard reading, the nature of this relation is not identity but a union, and its scope includes all idea-object pairs, even God and the idea of God. A crucial reason we should adopt this dual picture is that the idea of God must be one and the same as something found when Nature is conceived under each of the other attributes. (...) If “one and the same” is interpreted as a relation of identity, this requirement cannot be met. However, maintaining that God and the idea of God are one and the same not only fulfills this requirement, but also is independently motivated. I also briefly consider how the thesis that God and the idea of God are one and the same affords us with positive insights concerning the nature of this relation. (shrink)

In Ep. 50, Spinoza argues at length that “someone who calls God one or unique does not have a true idea of God, or is speaking improperly about him.” This text is striking, given the declarations in many writings, including the Ethics, that God is the one, unique substance. While recent commentators have attempted to render Ep. 50 consistent with the rest of Spinoza’s corpus, I instead argue that Spinoza’s stance on God’s oneness evolved over the course of his career. (...) This evolution, which in fact contains a number of twists and turns, is driven not only by consideration of the proper meaning of ‘one’ and ‘unique’ but also by the question of whether God’s essence and God’s existence are numerically identical. Regarding the latter, I argue that Spinoza came to reject this identity claim late in life, and that this explains his final change in viewpoint regarding God’s oneness in Ep. 83. (shrink)

In the late 1970s, while working in my laboratory at the American Health Foundation, I received a phone call from Henry Spira. Not one for small talk, he did not even bother introducing himself beyond his name. He immediately began questioning me about my studies using the protozoan Tetrahymenathermophila, which I hoped would serve as an alternative to the Draize ocular irritation test. While flattered that someone cared about my work, I was soon lost in confusion and skepticism about the (...) true purpose of his call. Who was Henry Spira? Why did he want to visit my animal facility and why did he want to bring a physician colleague with him? Not only was I naive about the budding opposition to the Draize test, I was equally naive that it was Spira, an ardent animal protectionist, who was leading the fight. This seminal interaction began a friendship that spanned nearly twenty years; a friendship that indelibly changed my perception of nonhuman animals and how I relate to them. (shrink)

The Supply of Concepts achieves a major breakthrough in the general theory of systems. The author unites all knowledge by including not only the natural but also the philosophical and theological universes of discourse. The general systems model presented here resembles an organizational flow chart that represents conceptual positions within any type of system and shows how the parts are connected hierarchically for communication and control. Analyzing many types of systems in various branches of learned discourse, the model demonstrates how (...) any system type manages to maintain itself true to type. The concepts thus generated form a network that serves as a storehouse for the supply of concepts in learned discourse. (shrink)

This introduction to a special issue of Topoi introduces and summarises the relationship between three main varieties of 'enactivist' theorising about the mind: 'autopoietic', 'sensorimotor', and 'radical' enactivism. It includes a brief discussion of the philosophical and cognitive scientific precursors to enactivist theories, and the relationship of enactivism to other trends in embodied cognitive science and philosophy of mind.