Ook al staan de beelden van Confucius, Lao Zi en Boeddha in sommige Chinese tempels weer broederlijk bijeen op het altaar, hun verschillende wegen tot zelfcultivering worden zelden in onderlinge samenhang beschreven. Dit boek benadert confucianisme, daoïsme en het Chinese boeddhisme in zijn vroege ontwikkeling vanuit hun visie op de praktijk van de zelfcultivering. Hoewel ze een volstrekt ander doel hebben dan de westerse zelfverwerkelijking, mogen de Chinese wegen zich in onze contreien toch in een grote populariteit verheugen. Omdat de (...) zelfcultivering in China primair gericht is op de emoties, vormt de emotiecultivering de rode draad in dit boek. Het begrip Qi, levenskracht, speelt een grote rol in alle cultiveringspraktijken en staat centraal in het klassieke Chinese denken. Het eerste hoofdstuk biedt een inleiding in dit begrip, waardoor de lezer een overzicht krijgt van een aantal Chinese kernconcepten en theorieën en daarmee ook van de context van de emotiecultivering. Naast de beschrijving daarvan in confucianisme, daoïsme en boeddhisme biedt het boek verder een beschouwing van de Chinese landschapsschilderkunst als "filosoferen met het penseel". Het slothoofdstuk vat de verschillende cultiveringspraktijken samen en presenteert ze onder de noemer van Wegen naar het Midden. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Triumphus in PalatioJohn F. MillerAs one of the many tokens of its symbolic centrality in Roman culture, the Capitoline Hill received the triumphator at the end of his ceremonial return to Rome. For centuries generals who had been granted a triumphus concluded the elaborate sacral procession through the city with a sacrifice at the Temple of Jupiter Optimus Maximus, the god most intimately associated with this religious institution.1 The (...) strongly local character of Roman cults made it nearly unthinkable to celebrate the solemn event anywhere else in Rome, but artistic imagination feels itself less bound by religious scruples. Two such ingenious revisions of the triumphal parade displace its endpoint to the Temple of Apollo on the Palatine Hill. Virgil imagines Octavian's great triple triumph of 29 B.C. taking place there, while other ancient evidence leads us to believe that the victor really proceeded to the Capitoline like countless imperatores triumphantes before him.2 The poet sets the celebration at the shrine of the deity credited with the victory at Actium, the shrine which Octavian built adjacent to his own house. The Palatine was becoming the imperial palace complex, the triumph a prerogative of the imperial family.3 When these developments had been fully realized, Nero in December A.D. 674 staged an eccentric victory procession which likewise climaxed at Apollo's Palatine temple. As returning victor in the festivals [End Page 409] of Greece he aimed to align himself with Apollo as patron of the arts, expressing now in topographical terms his frequent association with that deity.5 The lyre-playing god greeted the lyre-playing emperor, and vice versa. On the other hand, it is not irrelevant that one whom Pliny termed imperator scaenicus, "an actor-emperor" (Pan. 46.4), rode in the path of Virgil's fictional Augustus. The present essay explores the phenomenon triumphus in Palatio by explicating the two instances in the light of their ideological impulses. A further aim is to throw into relief the Augustan dimensions of Nero's triumphal ceremony, to show how the emperor in effect acted the part of Octavian riding in triple triumph.On the shield in Aeneid 8 Virgil inventively describes the triple triumph which Octavian celebrated in August 29 B.C. for victories in Illyricum, Actium, and Egypt:at Caesar, triplici invectus Romana triumphomoenia, dis Italis votum immortale sacrabat,maxima ter centum totam delubra per urbem.laetitia ludisque viae plausuque fremebant;omnibus in templis matrum chorus, omnibus arae;ante aras terram caesi stravere iuvenci.ipse sedens niveo candentis limine Phoebidona recognoscit populorum aptatque superbispostibus; incedunt victae longo ordine gentes...(8.714-22)One finds here familiar features of any triumphus: the imperator triumphans formally entering the city precinct (714-15), bystanders en route applauding the procession (717), the sacrifice of bulls (719), concluding dedications at a temple (720-22), and the display of captives, placards, and models illustrating the victor's conquests (722-28). But Virgil has also rewritten this triumph to take in a wider sacral and historical context. In verse 719 the general prayers and sacrifices and the prominent role of women suggest a supplicatio, a ritual often associated with but [End Page 410] formally distinct from triumphs.6 While triumphing commanders fulfilled vows which they made on the Capitol before their campaigns, Octavian's triumph is marked by the impressive votum of numerous mighty shrines throughout the city (715-16).7 Caesar's celebration looks ahead as well as backwards; it in effect announces the emergent leader's vast program of building and restoring temples, which was especially prominent in the period immediately after the triumph of 29.8 For Virgil, Caesar's triumphus inaugurates the religious renewal of Rome.By far the most momentous changes to the regular triumph occur in the scene at Apollo's gleaming temple, which in this context must be the new Palatine shrine.9 Whether dona... populorum (721) are the [End Page 411] ceremonial crowns which captives presented to the victor or euphemistically denote battle spoils from various peoples, the act of affixing them to the temple suggests that the triumphator has reached the triumph's end point. So does... (shrink)

Blockhead or or Baldhead? Petron. Sat. 39. 12: ‘in Aquario copones et cucurbitae’. Apul.Met. I. 15: ‘nos cucurbitae caput non habemus ut pro te moriamur’. Cucurbita in its literal use is the name of many varieties of the numerous family of Cucurbitaceae, as one may learn, e.g. from Plin. Nat. Hist. xix. It is also the name of the cupping instrument called by Juvenal, xiv. 58, uentosa cucurbita, for which see Mayor's note ad loc. For other metaphorical uses of the (...) name, Forcellini and the Thes. Ling. Lat. cite only the two passages quoted above; of these two, Lewis and Short cite only the former. Lexicographers and editors,1 comparing the one passage with the other, concur in the view that the cucurbita is the symbol of stupidity, and that a stupid man may be called a cucurbita, as in Petronius, or be said cucurbitae caput habere, as in Apuleius. At first sight their interpretation of the Apuleian phrase is plausible, for it makes tolerable sense in the context and appears to be supported by such modern expressions as ‘pumpkin-head’ and Kürbiskopf and κεχλι κολοκνθνιον, all of which liken the head of a stupid man to a pumpkin or other gourd which, though bearing some resemblance to a human head, encloses not a brain but an insensate mass of pulp and seeds. But ‘to have a pumpkin-head’ and ‘to be a pumpkin’ are prima facie very different, for the latter equates the man himself with the cucurbita, whereas it is only qua substitute for a head that the cucurbita can typify stupidity; and when it is further observed that in the Petronian passage cucurbitae so interpreted accords ill with the context, it becomes clear that some other explanation must be sought. (shrink)

The topics covered in this volume, originally published in 1973, include the need for a more adequate concept or definition of education, the issue of whether indoctrination is compatible with education, particularly with moral education, and the processes of judging the merits of different approaches to aesthetic education. Two contributors present complementary analyses of the relations between freedom as a characteristic of institutions and the process of learning to be a free man. There is discussion of the neglected subject of (...) rights and duties in education, with special emphasis on the question of a universal right to education. The volume concludes with papers on the relevance of philosophy to the practical judgments of educators and to education as a field of study. (shrink)

Open peer commentary on the article “Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation” by Markus F. Peschl, Gloria Bottaro, Martina Hartner-Tiefenthaler & Katharina Rötzer. Upshot: I introduce and discuss an advancement of the idea of “learning from the future,” called “interacting with the envisioned future.” Further, this approach is put into the context of the target article and the perspective of radical constructivism.

A complex world like ours demands for the teachers and professors to command intercultural competences in order to avoid the instrumentalization of the alterities. It is precisely the professionals of education who, given their social function, have the responsibility of forming the citizens of the future in attitudes and behaviours adjusted to plural communities. This article presents the first part of a research project carried out by researchers from Barcelona, Marseille, Rabat and Beirut on the complex world of the respect (...) necessary to face prejudices and stereotypes. (shrink)