Gordon Skilling writes candidly of each way station in this personal odyssey: the idealism of his student years at the University of Toronto and Oxford; his presence in Czechoslovakia on the eve of the Nazi, and later Soviet, invasions; his opposition to the Marshall Plan, NATO, and U.S. intervention in Korea; the effect of McCarthyism on his academic life; his involvement with the Czech and Slovak dissident movements and finally the Velvet Revolution. The Education of a Canadian also (...) captures conversations with writers, journalists, scholars, and myriad friends throughout Russia and Eastern Europe, making this history a distinctly human yet forceful document of profound humanity and international scope. (shrink)

This article examines trigger warnings, particularly the call for trigger warnings on university campuses, and from a Levinasian and Kantian ethical perspective, and addresses the question: When, if ever, are trigger warnings helpful to student's learning? The nursing curriculum is developed with key stakeholders and regulatory bodies to ensure graduate nurses are competent to deliver a high standard of care to patients and clients. Practical teaching practice and published research has uncovered an increasing use of ‘Trigger Warnings’ before a topic (...) is discussed, or used as warnings on core module texts. It is appreciated that some students have personal experience of psychological or physical trauma. However, apart from identifying these students through Mitigating Circumstances committees, or when the student feels confident to share this information with a personal tutor, this information remains strictly confidential. There is the potential for covert skills such as critical analysis and skilful discussion not being attained by the student. With the assistance of Kants moral theory, an argument will develop that the insidious use of Trigger warnings and the embargo of recommended reading, requires critical discussion with the public. This would involve the rationale and pedagogical justification for the use of texts, and the necessity within nursing education to address challenging clinical topics. To support students with PTSD this may involve the research discussed on personal educational needs analysis. (shrink)

This paper’s purpose is to provide a foundation for viewing critical thinking as both a maximal and typical performance construct. While maximal performance measures the best a person can do, typical performance measures what the person is most likely to do. An overview of maximal performance, including its history and limitations, will be given. The role of maximal and typical performance in cognitive development will be demonstrated through an exploration of the relationships between behavior, the environment, personality, crystallized intelligence, and (...) fluid intelligence. Furthermore, these topics will be related to the development and use of critical thinking skills. Discussion will conclude with directions for future research. (shrink)

The main theses of the papers by Dr Illich and Dr Leach are compared. Both writers, says Mr Horobin, a sociologist by training and profession, discuss the uses and abuses of medical expertise in the modern world. In his view, the problems so created must be solved for the good of those they treat; doctors must rediscover the old skills of treating the whole patient.

With this understanding, children are better able to anticipate the behavior of others and to attune their own behavior accordingly. In mentally retarded children with Down's syndrome, attainment of such competence is delayed, but it is generally acquired by the time they reach the mental age of 4, as measured by tests of nonverbal intelligence. Thus from a developmental perspective, attainment of the mental age of 4 appears to be of profound significance for acquisition of what we shall call psychological (...) competence : possession of the skills and resources people routinely call on in the.. (shrink)

Walters provides commentary on Diderot's translation of Shaftesbury's An Inquiry Concerning Virtue or Merit. By comparing the translation and notes, he demonstrates the evolution of Diderot's thought and artistic skill, discusses the difference between theism and deism, the question of universal order, and compares atheism with free thought. After an analysis of religious fanaticism and social and political abuses, he turns his attention to virtue, as it relates to happiness, objective values, the moral sense, the passions, and self-interest. A final (...) chapter deals with the style of the Essai. (shrink)

Organizational learning, at the broadest levels, as it has come to be understood within the organization theory and management literatures, concerns the experientially driven changes in knowledge processes, structures, and resources that enable organizations to perform skillfully in their task environments (Argote and Miron–Spektor, 2011). In this chapter, we examine routines and capabilities as an important micro–foundation for organizational learning. Adopting a micro–foundational approach in line with Barney and Felin (2013), we propose a new model for explaining how routines and (...) capabilities play a causal role in transforming experience into repertoires of (actual or potential) organization–level behavior. More specifically, we argue that routines and capabilities are built out of capacities for shared – both joint and collective – intentionality (Tomasello, 1999, 2014; Bratman, 1999a, 2014) that enable individuals to engage in complex forms of collaboration in conjunction with multiple layers of scaffolds that encompass material and symbolic resources, social processes, and cultural norms and practices (Weick, 1995; Hutchins, 1995; Clark, 1997, 2008; Orlikowski, 2007). In short, we outline what we call the ‘scaffolded joint action’ model and suggest its potential as a micro–foundation of organizational learning. (shrink)

The importance of working memory in reading and mathematics performance has been widely studied, with recent research examining the components of WM and their roles in these educational outcomes. However, the differing relationships between these abilities and the foundational skills involved in the development of reading and mathematics have received less attention. Additionally, the separation of verbal, visual and spatial storage and processing and subsequent links with foundational skills and downstream reading and mathematics has not been widely examined. The current (...) study investigated the separate contributions of processing and storage from verbal, visual and spatial tasks to reading and mathematics, whilst considering influences on the underlying skills of verbal comprehension and counting, respectively. Ninety-two children aged 7- to 8-years were assessed. It was found that verbal comprehension was predicted by verbal storage and reading was predicted by verbal and spatial storage. Counting was predicted by visual processing and storage, whilst mathematics was related to verbal and spatial storage. We argue that resources for tasks relying on external representations of stimuli related mainly to storage, and were largely verbal and spatial in nature. When a task required internal representation, there was a draw on visual processing and storage abilities. Findings suggest a possible meaningful separability of types of processing. Further investigation of this could lead to the development of an enhanced WM model, which might better inform interventions and reasonable adjustments for children who struggle with reading and mathematics due to WM deficits. (shrink)

This chapter draws on empirical research, which includes rich data from interviews with members of a policy development committee to identify the underpinning value positions that drove the Moser Report, one of the major policy initiatives in the field of adult literacy in the past decade. Moving from the central Skills for Life policy to previous and subsequent policies, we argue that this period saw the consolidation of the influence of the instrumental/human capital value position in adult literacy. Literacy is (...) thus expressed, for example, as ‘functional’ skills and driven by the premise of a ‘knowledge economy’. Within this philosophical stance one of the most significant duties given to education is to provide a flexible, adaptable and skilled workforce to make countries competitive in the globalised economy. It focuses on education for work positions and education as a commodity and pays no regard to issues of economic, political and social equality. (shrink)

We formulate a distinctly 'political liberal' conception of mutual respect, which we call 'civic respect', appropriate for governing the public political relations of citizens in pluralist democratic societies. A political liberal account of education should aim at ensuring that students, as future citizens, learn to interact with other citizens on the basis of civic respect. While children should be required to attend educational institutions that will inculcate in them the skills and concepts necessary for them to be free and equal (...) citizens, parents should be granted as much freedom as is compatible with the requirements of civic respect to raise their children in accordance with their respective 'comprehensive doctrines' (systems of beliefs and values, including religious doctrines). We consider an objection to our position drawn from the account of upbringing recently advanced by Matthew Clayton, namely, that the conception of civic respect that we advance rests on an implausible view about the limited scope of the requirements of political justice. We develop an account of the 'basic structure of society' as the appropriate subject of political justice that can overcome this objection. (shrink)

IntroductionAutism spectrum disorder is a highly heterogeneous diagnosis. When a child is referred to autism services or receives a diagnosis of autism spectrum disorder it is not known what their potential adult outcomes could be. We consider the challenge of making predictions of an individual child’s long-term multi-facetted adult outcome, focussing on which aspects are predictable and which are not.MethodsWe used data from 123 adults participating in the Autism Early Diagnosis Cohort. Participants were recruited from age 2 and followed up (...) repeatedly through childhood and adolescence to adulthood. We predicted 14 adult outcome measures including cognitive, behavioral and well-being measures. Continuous outcomes were modeled using lasso regression and ordinal outcomes were modeled using proportional odds regression. Optimism corrected predictive performance was calculated using cross-validation or bootstrap. We also illustrated the prediction of an overall composite formed by weighting outcome measures by priorities elicited from parents.ResultsWe found good predictive performance from age 9 for verbal and non-verbal IQ, and daily living skills. Predictions for symptom severity, hyperactivity and irritability improved with inclusion of behavioral data collected in adolescence but remained modest. For other outcomes covering well-being, depression, and positive and negative affect we found no ability to predict adult outcomes at any age. Predictions of composites based on parental priorities differed in magnitude and precision depending on which parts of the adult outcome were given more weight.ConclusionVerbal and non-verbal IQ, and daily living skills can be predicted well from assessments made in childhood. For other adult outcomes, it is challenging to make meaningful predictions from assessments made in childhood and adolescence using the measures employed in this study. Future work should replicate and validate the present findings in different samples, investigate whether the availability of different measures in childhood and adolescence can improve predictions, and consider systematic differences in priorities. (shrink)

This article sheds light on the synergy between Catholic social thought and community organizing. By deploying reverence, a notion from classical-Greek political philosophy, this article examines the dynamic relationship between democratic practice and public action, on the one hand, and the cultivation of the interior life, or spirituality, on the other. For moderns, the dominant culture views these realms as distinct and disconnected. In contrast, the article argues that they are mutually reinforcing, each better with the other, in greater service (...) together for both the common good and a healthy, democratic political culture. This hypothesis is advanced through an analysis of three skills necessary for effective democratic practice: relational conversation through story; designing, implementing, and evaluating political action; and negotiation, compromise and agreement. Scholarship from political theory and philosophy, theology, and Catholic social thought, as well as direct practical professional experience, is integral to this article. (shrink)

This article is the fourth dialogue in a series in which two characters, a pro‐business experienced manager and a critical management academic idealist, debate contemporary management. In this dialogue, the discussion concerns the curriculum of business and management courses. Though as usual there is little agreement between the two participants, the discussion clearly shows just how difficult it will be to change business education without also changing the market position of business schools. Other topics concern the sort of economic assumptions (...) embedded in much of the curriculum, and the relationship between practical skills and political descriptions of capitalism. (shrink)

Effective clinical practice in a hospital needs current knowledge together with the skills and right attitude; these should be applied continuously. Failure of this system can be due to ignorance or arrogance. We attempted to correct these deficiencies by formulating a set of policies which were enforced from 1962 to 1983. The policies related to the following: intensive care (including asthma, nutrition and organ donation), drug prescribing and resuscitation. We believe that these rules improved patient care and the standards of (...) training; the prescribing policy also saved money. (shrink)

In a century dominated by the exacting methods and dramatic successes of science, it is difficult to imagine an informed contemporary religious believer never shaken by the doubt that his or her most sacred ideas are atavisms to a benighted age, vain and empty fantasies. To such a believer, Freud's late monograph, The Future of an Illusion , with its warm, solicitous tone, but relentless scepticism, must seem the patient knell of his or her worst fears. For here Freud uses (...) his dialectical skill and his psychoanalysis to augment motives for self-doubt at least as old as Abraham: Perhaps the most cherished of my beliefs are a kind of madness, a condition I do not recognize because it is so widely shared. Perhaps like the madman bewitched by the tapestry of his delusions, I hold fast to my faith only because I could not endure the threadbare fabric of a life without it. But it is not as though the religionist is utterly without defence against this source of doubt, nor that the familiar defence is without considerable prima facie force against Freud. For when sceptics such as Freud turn their account of the origin of religious faith into a case against the truth of religious claims, the believer can attack this line with an unassailable axiom: No examination of the motives for a belief is relevant to an assessment of its truth. To assume otherwise is to commit the genetic fallacy. The question I want to deal with here is whether the religious believer should rest content with this rejoinder to Freud. (shrink)

Vere Gordon Childe’s theory of craft specialisation was an important influence on Arnold Hauser’s book The Social History of Art, published in 1951. Childe’s Marxist interpretation of prehistory enabled Hauser to establish a material foundation for the occupation of the artist in Western art history. However, Hauser’s effort to construct a progressive basis for artistic labour was complicated by art’s ancient connections to religion and superstition. While the artist’s social position and class loyalties were ambiguous in Childe’s accounts of (...) early civilisations, Hauser consigned artists to the lower echelons of society. This relegation did not imply that Hauser had a low regard for artistic skills. Quite the opposite, the artist’s inferior social status enabled Hauser to distance artists from the ruling class, and consequently, to separate artistic handiwork from the dominant ideology that works of art manifested. (shrink)

The theoretical construction and practical use of prior probabilities, in particular for systems having many degrees of freedom, are investigated. It becomes clear that it is operationally unsound to use mutually consistent priors if one wishes to draw sensible conclusions from practical experiments. The prior cannot usefully be identified with a state of knowledge, and indeed it is not so identified in common scientific practice. Rather, it can be identified with the question one asks. Accordingly, priors are free constructions. Their (...) informal, ill-defined and subjective characteristics must carry over into the conclusions one chooses to draw from experiments or observations. (shrink)

The article presents five fifteenth- to sixteenth-century Pali inscriptions from Sukhodaya, Thailand. Three of them are engraved in the Khom alphabet on large square stone slabs, with considerable attention to format; they seem to be unique in Thai epigraphy. Two of these carry extracts from the Abhidhamma; the third gives a syllabary followed by the recollection formulas of the Three Gems. The other two epigraphs are written not on stone slabs but are inscribed on small gold leaves; they contain the (...) heart formulas of the books of the Tipi?aka and the qualities of the Buddha, Dhamma, and Sa?gha. The exact find-spots and functions of the slabs and gold leaves are not known. I suggest that they are the products of widespread and enduring Buddhist cultures of inscription, installation, and consecration, as well as of customs of condensation and abbreviation that have have been intrinsic to Thai liturgical and manuscript practices up to the present. (shrink)

Jinamahanidana. The National Library - Fine Arts Dept, Bangkok B.E. 2530. 2 vols: 1 - Pali text, 2 - Thai translation.

Cakkavaladipani. The National Library - Fine Arts Dept, Bangkok B.E. 2523.

The relationship of consciousness to brain, which Schopenhauer grandly referred to as the "world knot," remains an unsolved problem within both philosophy and science. The central focus in what follows is the relevance of science---from psychoanalysis to neurophysiology and quantum physics-to the mind-brain puzzle. Many would argue that we have advanced little since the age of the Greek philosophers, and that the extraordinary accumulation of neuroscientific knowledge in this century has helped not at all. Increas- ingly, philosophers and scientists have (...) tended to go their separate ways in considering the issues, since they tend to differ in the questions that they ask, the data and ideas which are provided for consideration, their methods for answering these questions, and criteria for judging the acceptability of an answer. But it is our conviction that philosophers and scientists can usefully interchange, at least to the extent that they provide co~straints upon each other’s preferred strategies, and it may prove possible for more substantive progress to be made. Philosophers have said some rather naive things by ignoring the extraordinary advances in the neurosciences in the twentieth century. The skull is not filled with green cheese! On the other hand, the arrogance of many scientists toward philosophy and their faith in the scientific method is equally naive. Scientists clearly have much to learn from philosophy as an intellectual discipline. Manifestations of Mind: Some Conceptual and Empirical Issues Walter B. Weimer Pages 5-31 The Mysterious “Split‘: A Clinical Inquiry into Problems of Consciousness and Brain Peter H. Knapp Pages 37-69 Mind, Brain, and the Symbolic Consciousness Irwin Savodnik Pages 73-98 Brain and Free Will John C. Eccles Pages 101-121 An Old Ghost in a New Body C. Wade Savage Pages 125-153 How Dogmatic Can Materialism Be? John C. Eccles Pages 155-160 Mental Phenomena as Causal Determinants in Brain Function R. W. Sperry Pages 163-177 Consciousness as an Emergent Causal Agent in the Context of Control System Theory E. M. Dewan Pages 181-198 Reductionism, Levels of Organization, and the Mind-Body Problem William C. Wimsatt Pages 205-267 Mind, Structure, and Contradiction Gordon G. Globus Pages 271-293 Problems Concerning the Structure of Consciousness Karl H. Pribram Pages 297-313 The Role of Scientific Results in Theories of Mind and Brain: A Conversation among Philosophers and Scientists E. M. Dewan, John C. Eccles, Gordon G. Globus, Keith Gunderson, Peter H. Knapp, Grover Maxwell et al. Pages 317-328 Scientific Results and the Mind-Brain Issue: Some Afterthoughts Grover Maxwell Pages 329-358. (shrink)

In this paper we show how a realistic normative democratic theory can work within the constraints set by the most pessimistic empirical results about voting behaviour and elite capture of the policy process. After setting out the empirical evidence and discussing some extant responses by political theorists, we argue that the evidence produces a two-pronged challenge for democracy: an epistemic challenge concerning the quality and focus of decision-making and an oligarchic challenge concerning power concentration. To address the challenges we then (...) put forward three main normative claims, each of which is compatible with the evidence. We start with a critique of the epistocratic position commonly thought to be supported by the evidence. We then introduce a qualified critique of referenda and other forms of plebiscite, and an outline of a tribune-based system of popular control over oligarchic influence on the policy process. Our discussion points towards a renewal of democracy in a plebeian but not plebiscitarian direction: Attention to the relative power of social classes matters more than formal dispersal of power through voting. We close with some methodological reflections about the compatibility between our normative claims and the realist program in political philosophy. (shrink)

ABSTRACT This essay is a critical study of Jason Brennan's Against Democracy. We make three main points. First, we argue that Brennan's proposal of a right to competent government only works if one considers the absence of government a viable proposition, something most of his opponents are not prepared to do. Second, we suggest that Brennan's account of competent decision-making is blind to forms of oligarchic power that work against the very ideals of justice and epistemic virtue that competence is (...) meant to safeguard. Third, we muster empirical evidence to argue that, in the real world, democracy is not just about making decisions and selecting policies, in which case Brennan's argument misses its mark. (shrink)

Four years after the Panama Papers scandal, tax avoidance remains an urgent moral-political problem. Moving beyond both the academic and policy mainstream, I advocate the “democratization of tax enforcement,” by which I mean systematic efforts to make tax avoiders accountable to the judgment of ordinary citizens. Both individual oligarchs and multinational corporations have access to sophisticated tax avoidance strategies that impose significant fiscal costs on democracies and exacerbate preexisting distributive and political inequalities. Yet much contemporary tax sheltering occurs within the (...) letter of the law, rendering criminal sanctions ineffective. In response, I argue for the creation of Citizen Tax Juries, deliberative minipublics empowered to scrutinize tax avoiders, demand accountability, and facilitate concrete reforms. This proposal thus responds to the wider aspiration, within contemporary democratic theory, to secure more popular control over essential economic processes. (shrink)

This essay identifies ‘oligarchic harm’ as a dire threat confronting contemporary democracies. I provide a formal standard for classifying oligarchs: those who use personal access to concentrated w...

This paper, co-authored by undergraduate students and their instructor part of an educational psychology seminar, describes a participatory curriculum design approach for preservice teacher education that focuses on the use of the principles of second-order cybernetics to teach about teaching and learning. Using elements of an Open Source Educational Processes framework, our Spring ESEPSY2309 section created project-based collective hive minds of preservice teachers, relying on a cybernetic approach at the crossroads of Gregory Bateson and Gordon Pask's theories. The classroom (...) community used four innovative tool-mediated pillars to guide collaborative activity: 1) Live-chatting using the Reddit social media platform, 2) observation of the lives, strategies, and practices used by teachers and students in their own social networks through Soundcloud podcasting to expand their own perceptions of pedagogies and best practices that they could employ in their careers, 3) open-ended paper writing, exploring sources beyond the object language provided by the textbook through extensive dyadic conversations with the instructor, and 4) training in the use of the Alice 3 game creation tool for block programming enabling the accumulation of competence in designing classroom systems that may treat students these undergraduates would soon teach as active historical agents in learning environments, combining skills from varied subjects into transdisciplinary educational experiences. We showcase outcomes of our class projects using a narrative inquiry to describe podcast episodes, a topic network analysis to illustrate the expansive nature of Open Source writing activity, and a visual depiction of our class Alice 3 games. (shrink)

This workshop unearths the potential of applying principles of cybernetics to curriculum and educational technology design. Here, we focus on using technology-assisted learning scenarios at the confluence of education, psychology, and computer science as an asset for adults to learn the skills for critical Internet navigation; skills we argue are an integral part of life in the Information Age. The first part of the workshop begins with an introduction to what von Foerster called Gordon Pask’s first theorem (a basic (...) framework of human-tool conversations), which was used to design classes in heuristics at the University of Illinois, Urbana, and involved project-based community and artefact development. It then describes how this approach was replicated to co-design educational psychology classes at The Ohio State University in 2022-2023 to help preservice teachers engage in metareflection about their future careers. A small group discussion between workshop participants follows to understand how tools and activities used in these classes (social media, block programming, co-authoring, podcasting) can be adapted for other subject classrooms. The second part of the workshop focuses on fine-tuning the build of educational technologies like search engines to spur concept development. -/- We invite volunteers to interact with our Paskian search engine, ThoughtShuffler, which uses an uncertainty regulation mechanism to organize search results for lateral reading, and present results from an experimental study showing the tool has the potential to engender higher-order reflectivity in information search. We suggest principles of cybernetics can be used to co-design sociotechnical systems and sharpen both human and machine functioning within them, presenting hopes for human adaptation to an information-saturated future. (shrink)

This article tackles the issue of offshore tax sheltering from the perspective of normative political realism. Tax sheltering is a pressing contemporary policy challenge, with hundreds of billions in private assets protected in offshore trusts and shell companies. Indeed, tax sheltering produces a variety of empirical dilemmas that render it a distinctive challenge for global governance. Therefore, it is crucial for normative political theorists to confront this problem. A realist approach offers three distinct advantages, elaborated in the three subsequent sections (...) of the article. First, it relaxes the theoretical burden by starting from the real practice of tax evasion rather than from an abstract theory of equality or justice. Second, this approach recognizes that sheltering is a political harm: a threat to the very maintenance of order, not just a problem of inequality or injustice. If politicians fail at such polity maintenance, realism's ethic of responsibility provides clear political reasons why they should be held accountable. Third, realism's focus on power and its acceptance of coercion open up new strategies for addressing the problem that would not be allowed by theories with a stronger emphasis on consensus. (shrink)

I argue that classical theism is in tension with a kind of modal recombination principle known as ‘cut-and-paste’. I develop this tension at length, giving two arguments against theism based on cut-and-paste. I then both lay out and respond to various original proposals for reconciling theism with cut-and-paste. I conclude by measuring the cost of having to deny cut-and-paste. I argue that while there is an intuitive cost to this consequence of theism, theists also have plausible ways of addressing various (...) motivations for cut-and-paste. (shrink)

It is argued in this article that the concept of practice is one of the key concepts in Wittgenstein's later philosophy. It partly replaces his earlier talk about the inexpressible. ?The practice has to speak for itself, as Wittgenstein succinctly puts it. The concept of practice not only points to the ways in which the unity of our concepts are underpinned, as Gordon Baker has it, it also comprises the skills involved in handling the conceptualized phenomena, our prereflective familiarity (...) with them, expressed in the sureness in our behaviour towards them, and the judgmental power exercised in applying or withholding a given concept on a particular occasion. These factors are all relevant to the establishment of knowledge, but they cannot themselves be fully and straightforwardly articulated by verbal means. Nevertheless, they represent what we go by when we apply concepts and other types of rules. To follow a rule is what Wittgenstein calls a practice. The sketched analysis of this concept makes us understand better how it is possible to apply a rule without the support of another rule. It also makes us realize in what sense one is justified in talking about tacit knowledge in connection with the application of concepts and rule?following in general. Quite a lot hangs on seeing the world aright at this point. (shrink)

Abstract:Unlike previous comparisons between Nāgārjuna and the later Wittgenstein, this article denies that either philosophy intends to replace ontological pluralism with holism (see, e.g., Streng 1967, Hudson 1973, Gudmunsen 1974 and 1977, Waldo 1975 and 1978, and Katz 1981). Instead, employing a "therapeutic" reading of the Philosophical Investigations associated with the later Gordon Baker, it is proposed that Nāgārjuna and the later Wittgenstein claim that an ontology consisting of discrete particulars is pictorially indeterminate, visible under either aspect of parts (...) or a whole. What Nāgārjuna and Wittgenstein share is an understanding of contrary positions like pluralism and holism as interchangeable Gestalten rather than matters of fact. As a result, I argue that Nāgārjuna's philosophy may be understood in terms of a broader non-dualism employed as a skill-in-means (upāyakauśalya). Akin to Wittgenstein's notion of an "object of comparison" (PI §131), Nāgārjuna's chief insight amounts to a useful perspective rather than a philosophical thesis. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 39.2 (2005) 97-103 [Access article in PDF] MoMA as Educator: The Legacy of Alfred H. Barr, Jr. Ralph A. Smith Professor Emeritus University of Illinois at Urbana-Champaign Alfred H. Barr, Jr. and the Intellectual Origins of the Museum of Modern Art by Sybil Gordon Kantor. Cambridge: The MIT Press, 2002, xxv, 472 pp., $39.95. ISBN 0-262-11258-2 Sybil Kantor's history of the intellectual origins (...) of the Museum of Modern Art (MoMA) is an engaging account of Alfred Barr, Jr.'s, pivotal role in acquainting an American audience with the modernist movement in art that had developed in Europe and the Soviet Union in the first part of the twentieth century. Scrupulously documented, Kantor's narrative relies heavily on interviews with Barr's contemporaries, his publications, and his extensive correspondence. She also limns portraits of major figures who either influenced his ideas or were instrumental in establishing MoMA. Although the book is very informative about modern art, according to its author it is not intended to be strictly a history of that art. Rather, it is devoted to Barr's early development, his personal characteristics, his attitude toward the cultural and political climate of the times, his definitions of modernism and formalism, and finally, his legacy.Kantor traces Barr's career through the decade of the 1920s, which culminated in his being named the first director of MoMA in 1929; the expansive years of the 1930s and 1940s when, as Kantor puts it, Barr and the museum were at full throttle; and the later years when Barr was relieved of his director's responsibilities to allow him to spend more time on writing and the mounting of exhibitions. He retired from the museum in 1967, began to show signs of ill health in the mid-1970s, and died at the age of 79 in 1981. The Early Years Barr began his studies in the history of art at Princeton where he took courses with Frank Jewett Mather, who taught about modern art, and with Charles Rufus Morey, a distinguished medievalist whose teaching ranged beyond the architecture and sculpture of the Middle Ages to the other arts of that era. Morey's example of comprehensiveness would later stimulate Barr to think along similar lines about modern art and the organization of MoMA. At Harvard's graduate school Barr learned the skills of connoisseurship and museum management from Paul Sachs whose students went on to become directors of major museums across America. Sachs also encouraged Barr's interest in modern art and provided him with numerous letters of [End Page 97] introduction to scholars and museum directors — and occasionally withfunds for his travels.1 Lincoln Kirstein was a close friend, art critic, and earlyally, while Henry-Russell Hitchcock, Walter Gropius, and Philip Johnson significantly affected Barr's understanding of architecture. A large cast of artists, patrons, collectors, writers, trustees, and editors of "little magazines"(so-called because of their relatively small numbers of readers) also enter the scene and play various roles. A few words are in order about Barr himself who, Kantor says, exhibited more rebelliousness, a larger vision, and greater discipline than most of those around him. Barr the Man Kantor portrays a mind and sensibility possessed of exceptional discernment for the new, the difficult, and the worthwhile in the art of the early twentieth century. Barr's feeling for order, organization, and clarity of relations; his commitment to perfection, freedom, and truth; and his faith in the capacity of modern art to overcome prejudices and improve the taste of Americans are not merely reflections of the disciplinary habits inculcated by Barr's Presbyterian upbringing. They also reveal the classical tastes acquired through his art-historical studies and echo the temper of the age.The time — the 1920s through the 1940s — valued both the rationalism of science with its methods of problem solving and the insights of psychoanalysis with its probing of the irrational. Belief in the inevitable progress promised by advances in technology was, however... (shrink)

The article examines John McDowell's attempt to rehabilitate the classical idea of the rational animal and Hubert Dreyfus's criticisms of that attempt. After outlining the 'engaged' conception of rationality which, in McDowell's view, enables the idea of the rational animal to shake off its intellectualist appearance, the objections posed by Dreyfus are presented that such a conception of rationality is inconsistent with the phenomena of everyday coping, characterised by non-conceptual 'involvement', and expertise, characterised by non-conceptual 'absorption'. Drawing on Michael Fried's (...) reflections on the representation of absorption in Douglas Gordon and Philippe Parreno's film Zidane, and invoking other considerations concerning the 'mindedness' of skilful activity, the sharp contrast between conceptuality and rationality on the one side and absorption and skilled coping on the other that frames Dreyfus's position in the debate is questioned. The paper concludes by suggesting that in order to see why Dreyfus is so firmly committed to that contrast, we need to widen the lens so that a broader range of philosophical motivations comes into view. For it is not just that there are phenomena that go missing or are mis-described in McDowell's account, according to Dreyfus; there are ideals and excellences that go missing too. (shrink)

Adam Ferguson has received little of the renewed attention that contemporary philosophers have given to the philosophers of the Scottish Enlightenment, most notably David Hume, Thomas Reid and Adam Smith. There are good reasons for this difference. Yet, the conception of moral philosophy at work in Ferguson's writings can nevertheless be called upon to throw important critical light on the current enthusiasm for philosophical ethics and applied philosophy. Eighteenth century ‘moral science’ took its significance from a context that modern philosophers (...) who seek to be practically ‘relevant’ need, but lack. (shrink)

Biological foundations of the psychoneural identity hypothesis are explicated and their implications discussed. "Consciousness per se" and phenomenal contents of consciousness per se are seen to be identical with events in the (unobserved) brain in accordance with Leibniz's Law, but only informationally equivalent to neural events as observed. Phenomenal content potentially is recoverable by empirical means from observed neural events, but the converse is not possible. Consciousness per se is identical with events which do not represent anything distal to sensory (...) receptor-transducer systems. Thus, on the psychoneural identity hypothesis, consciousness per se comprises directly physical events-in-themselves rather than being a Euclidean representation of physical events as is the case for phenomenal content. After comparing consciousness per se to "onta," a paradox is suggested: rather than being irreducible to physical reality, consciousness per se is the only experience congruent with the ultimate nature of physical reality as conceived by contemporary physics. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Path of No Path: Contemporary Studies in Pure Land Buddhism Honoring Roger CorlessJeff WilsonPath of No Path: Contemporary Studies in Pure Land Buddhism Honoring Roger Corless. Edited by Richard K. Payne. Berkeley, CA: Institute of Buddhist Studies and Numata Center for Buddhist Translation and Research, 2009. 290 pp.Roger Corless (1938–2007)—Catholic devotee, Tibetan Buddhist meditator, Pure Land interpreter, and renowned professor of religious studies—was a frequent contributor to the (...) dialogue between Christians and Buddhists in the West, including through the auspices of the Society for Buddhist-Christian Studies. Although he passed away in 2007, his spirit continues to enrich this historic encounter, including through several major posthumous works. Path of No Path is the first of three such works planned for release by the Institute of Buddhist Studies, a seminary and graduate studies institution associated with Jōdo Shinshū, the largest form of Pure Land Buddhism in Japan. Originally intended as a festschrift, the book unfortunately had to become a memorial volume. In addition to some laudatory material reflecting on Corless’s life, it contains articles by ten scholars focusing on the Pure Land tradition of Buddhism, broken into three categories of practice, transmission, and interpretation. Many contributors, such as Ruben Habito and Al Bloom, will be familiar to readers of Buddhist-Christian Studies.Edited anthologies are always a mixed bag, but happily Path of No Path holds together well and offers many interesting essays for scholars interested in this field, although at times the connection to Corless’s own work seems a bit forced. Alternately, we might view those essays with relatively tenuous connections to Corless’s work as representing the sort of playfulness that Corless famously displayed in his writings and speaking appearances. A good example of this is the first essay, by Harvey [End Page 225] Aronson, on Vajrasattva meditation. Vajrasattva, a major figure in Vajrayāna Buddhism, is not traditionally associated with the Pure Land tradition. Yet Aronson begins by putting a Jōdo Shinshū framework around his subsequent article, which deals with meditative visualizations as healing techniques. Like Corless frequently did, Aronson looks for connections between seemingly disparate cultures and religions. In the process, he offers some insightful comments on how Asian and Western practitioners approach healing within a Buddhist context. For example, he finds that the Westerners are far more heavily psychological in their orientation, and tend to react negatively to situations of obligation and responsibility to others that are comfortable to Asian participants.The second essay’s relationship to Corless is much more organic, as it deals with Chinese Pure Land Buddhism, a subject that he published important works on. This essay, by Charles Orzech, analyzes the Rites for Contemplation of and Offerings to Amitāyus Tathāgata (Wuliangshou rulai guanxing gongyang yigui), an esoteric text based in part on the famous Scripture on Contemplation of the Buddha of Limitless Life (Fo shuo guan wuliangshoufo ling). Orzech skillfully demonstrates how the Rites reframed the Scripture on Contemplation in a tantric context, contributing to the ongoing esotericization of Chinese Buddhism in the Tang period (618–907).James Sanford’s contribution also relates to both tantric and Pure Land forms of Buddhism. Sanford offers a translation of and commentary on the Guide to the Eighty Thousand Dharma Principles (Hōri hachiman chō). This is a short apocryphal text purporting to reveal secret teachings passed on from Jōdo Shinshū founder Shinran (1173–1263) to his grandson Nyoshin. These secret Jōdo Shinshū lineages are an important historical phenomenon that have not been given nearly enough attention, in part because they are actively disapproved of by the orthodox, nonesoteric schools of Jōdo Shinshū (and indeed orthodox Shinshū has at times persecuted these minority traditions). Sanford’s introduction, translation, and commentary therefore provide a major service to scholars of Japanese religion.Gordon Bermant’s entry is short but nonetheless contains some pithy observations on the role of “practice” in American Jōdo Shinshū, a subject that Corless himself wrote about numerous times. Traditionally Jōdo Shinshū is often understood not to include any sort of formal practice—religious practices, in fact, are seen as evidence of egoism or lack... (shrink)