The contributors to The Moral of the Story, all preeminent political theorists, are unified by their concern with the instructive power of great literature. This thought-provoking combination of essays explores the polyvalent moral and political impact of classic world literatures on public ethics through the study of some of its major figures-including Shakespeare, Dante, Cervantes, Jane Austen, Henry James, Joseph Conrad, Robert Penn Warren, and Dostoevsky. Positing the uniqueness of literature's ability to promote dialogue on salient moral and intellectual (...) virtues, editor Henry T. Edmonson III has culled together a wide-ranging exploration of such fundamental concerns as the abuse of authority, the nature of good leadership, the significance of "middle class virtues" and the needs of adolescents. This collection reinvigorates the study of classic literature as an endeavor that is not only personally intellectually satisfying, but also an inimitable and unique way to enrich public discourse. (shrink)

In 1826 Americans witnessed the spectacle of President John Quincy Adams and Vice-President John C. Calhoun taking to the press to debate the nature of power and liberty under the pseudonyms "Patrick Henry" and "Onslow". In the course of this exchange some of the most salient issues within American politics and liberty are debated, including the nature of political order, democracy, and the diffusion of political power.

Part I Philosophic Traditions Introduction to Part I 3 1 Philosophy and the Afro-American Experience 7 CORNEL WEST 2 African-American Existential Philosophy 33 LEWIS R. GORDON 3 African-American Philosophy: A Caribbean Perspective 48 PAGET HENRY 4 Modernisms in Black 67 FRANK M. KIRKLAND 5 The Crisis of the Black Intellectual 87 HORTENSE J. SPILLERS Part II The Moral and Political Legacy of Slavery Introduction to Part II 107 6 Kant and Knowledge of Disappearing Expression 110 RONALD A. T. JUDY (...) 7 Social Contract Theory, Slavery, and the Antebellum Courts 125 ANITA L. ALLEN AND THADDEUS POPE 8 The Morality of Reparations II 134 BERNARD R. BOXILL Part III Africa and Diaspora Thought Introduction to Part III 151 9 “Afrocentricity‘: Critical Considerations 155 LUCIUS T. OUTLAW, JR. 10 African Retentions 168 TOMMY L. LOTT 11 African Philosophy at the Turn of the Century 190 ALBERT G. MOSLEY Part IV Gender, Race, and Racism Introduction to Part IV 199 12 Some Group Matters: Intersectionality, Situated Standpoints, and Black Feminist Thought 205 PATRICIA HILL COLLINS 13 Radicalizing Feminisms from “The Movement Era‘ 230 JOY A. JAMES 14 Philosophy and Racial Paradigms 239 NAOMI ZACK 15 Racial Classification and Public Policy 255 DAVID THEO GOLDBERG 16 White Supremacy 269 CHARLES W. MILLS Part V Legal and Social Philosophy Introduction to Part V 285 17 Self-Respect, Fairness, and Living Morally 293 LAURENCE M. THOMAS 18 The Legacy of Plessy v. Ferguson 306 MICHELE MOODY-ADAMS 19 Some Reflections on the Brown Decision and Its Aftermath 313 HOWARD McGARY 20 Contesting the Ambivalence and Hostility to Affirmative Action within the Black Community 324 LUKE C. HARRIS 21 Subsistence Welfare Benefits as Property Interests: Legal Theories and Moral Considerations 333 RUDOLPH V. VANTERPOOL 22 Racism and Health Care: A Medical Ethics Issue 349 ANNETTE DULA 23 Racialized Punishment and Prison Abolition 360 ANGELA Y. DAVIS Part VI Aesthetic and Cultural Values Introduction to Part VI 373 24 The Harlem Renaissance and Philosophy 381 LEONARD HARRIS 25 Critical Theory, Aesthetics, and Black Modernity 386 LORENZO C. SIMPSON 26 Black Cinema and Aesthetics 399 CLYDE R. TAYLOR 27 Thanatic Pornography, Interracial Rape, and the Ku Klux Klan 407 T. DENEAN SHARPLEY-WHITING 28 Lynching and Burning Rituals in African-American Literature 413 TRUDIER HARRIS-LOPEZ 29 Rap as Art and Philosophy 419 RICHARD SHUSTERMAN 30 Microphone Commandos: Rap Music and Political Ideology 429 BILL E. LAWSON 31 Sports, Political Philosophy, and the African American 436 GERALD EARLY. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:John Locke and the Eighteenth-Century Divine by Alan P.F. SellKathy SquadritoAlan P.F. Sell. John Locke and the Eighteenth-Century Divine. Cardiff: University of Wales Press, 1997. Pp. xi + 444. Cloth, $75.00.Professor Sell’s goal is to discern the impact of Locke’s thought upon the later divines; Sell’s scope is the seventeenth century through the nineteenth century. Most of the text is a detailed descriptive account of various scholars’ reactions (...) to Locke’s epistemology, metaphysics, and views concerning religion. Sell focuses on the question of the relative authority of scripture, reason and revelation. He contends that Locke’s epistemological and political positions are intimately bound up with his Christian faith, that as a conservative empiricist, Locke is “much more the rationalist than he has sometimes been painted” (48). The important question bequeathed by Locke to Christian apologetics is: “can the epistemological starting point be redeemed for Christian apologetic use or is it not viable at all?” (12). Sell addresses this question throughout the following chapters: “Ideas, Knowledge and Truth”; “Reason, Revelation, Faith and Scripture”; “Morality and Liberty”; “Toleration and Government”; and “Christian Doctrine”.Sell notes Locke’s roots in Calvinism, his appreciation of Arminian doctrine and his friendship with a number of prominent Latitudinarians. He argues that most criticisms of Locke’s Reasonableness of Christianity are misguided. During the seventeenth and eighteenth centuries Locke was charged with scepticism, deism, Socinianism and materialism. Sell presents the objections of numerous scholars, notably Bishop Stillingfleet, William Carroll, John Norris, Richard Bentley, Henry Lee, Richard Price, Bishop Berkeley, and Samuel Johnson. He also covers the views of Locke’s defenders, including Anthony Collins, Catharine Cockburn and Samuel Bold.The reader might be disappointed with Sell’s short presentation of an inordinate number of Lockean critics; there is little analysis or discussion of the merits of the particular objections cited. He does offer an analysis of the general charges against Locke, but rarely quotes Locke sufficiently to justify his conclusion that Locke was not a deist, sceptic, or materialist. Sell simply takes Locke’s word for it. This book is best taken as an excellent reference guide.Sell contends that in spite of Locke’s friendship with deists such as Collins, Locke’s Reasonableness of the Christian Religion was written to dissolve the deist prejudice against Christianity. He dismisses the charge of deism because: (1) Locke argues for revelation and against natural religion, (2) Locke’s God possesses the traditional attributes assigned to him (power, omniscience, providence), (3) Locke grounds morality not exclusively in natural law, as did deists, but in the gospel, (4) the anti-materialist thrust of Book IV, Chapter X of the Essay, and (5) Locke’s argument that there can be truths of revelation which are above reason. Sell concludes that the “main problem posed to Locke by the deists was that of guilt by association” (209), in other words Locke’s work was misused for political reasons.Sell considers the charge of Socinianism more serious than that of deism. Socinianism is defined by its denial of the Trinity, and by the claims that there cannot be an innate idea of God, that there is no original corruption deriving from Adam, that the wicked will not suffer eternal torments, and that some bodies are not raised at general resurrection. Despite Locke’s agreement with most Socinian claims, Sell claims that [End Page 631] Locke cannot be pinned down on the issue of the Trinity. There is no question, he says, that “the Locke of 1662 affirmed both the doctrine of the Trinity and the human divine nature of Christ, whilst recognizing that the human mind could not explain how these things could be so; there is no question that especially from the 1690’s onwards he was actively reviewing the matter; there is no hard evidence that he ever repudiated the doctrine.” (214)According to Stillingfleet, Locke’s sensationalism and his proposal that matter might be capable of thought undermine Christian faith. Sell does not find this charge convincing. He defends Locke’s distinction between “the man” and “the person,” stressing that Locke claims a high degree of probability that the... (shrink)

Young children's early understanding of emotion was investigated by examining their use of emotion terms such as happy, sad, mud, and cry. Five children's emotion language was examined longitudinally from the age of 2 to 5 years, and as a comparison their reference to pains via such terms as burn, sting, and hurt was also examined. In Phase 1 we confirmed and extended prior findings demonstrating that by 2 years of age terms for the basic emotions of happiness, sadness, anger, (...) and fear are commonly used by children as are terms for such related states as crying and hurting. At this early age children produce such terms to refer to self and to others, and to past and future as well as to present states. Over the years from 2 to 5 children's emotion vocabulary expands, their discussion of hypothetical emotions gets underway, and the complexity of their emotion utterances increases. In Phase 2 our analyses go beyond children's production of emotion terms to analyses of their conception of emotion. We focus especially on when children use emotion terms to refer to subjective experiential states of persons. From their earliest uses of these terms in our data children. (shrink)

Do children have a theory of mind? If they do, at what age is it acquired? What is the content of the theory, and how does it differ from that of adults? The Child's Theory of Mind integrates the diverse strands of this rapidly expanding field of study. It charts children's knowledge about a fundamental topic - the mind - and characterizes that developing knowledge as a coherent commonsense theory, strongly advancing the understanding of everyday theories as well as the (...) commonsense theory of mind. Wellman presents evidence that children as young as age three do possess a commonsense theory of mind - that they grasp the distinction between mental constructs and physical entities and that they have an understanding of the relationship between individuals' mental states and their overt actions. He delves in detail into questions about the nature of adults' commonsense theories of mind and about the nature of commonsense theories. Wellman then examines the content of the three-year-old's theory of mind, the nature of children's notions of mind before age three, the changes in the theory during subsequent development from ages three to six, and the young child's conception of mind in comparison with those of older children and adults. Henry M. Wellman is a Professor in the Department of Psychology and the Center for Human Growth and Development at the University of Michigan at Ann Arbor. (shrink)

Traditional navigation visualization utilizes two-dimensional. maps for road guidance or arrow symbols for turn by turn information. While the advantage of map views is supposed to be the inherent understanding of the surroundings, often these schematic line-drawing bird's eye views are rather confusing than helpful because they cannot provide an overview and an appropriate level of detail in an area of interest at the same time, i.e. the user is forced to change between different resolutions. In this paper we describe (...) a 3D visualization system for vehicle navigation that overcomes these shortcomings by providing a realistic and perspective 3D view of the environment. (shrink)

The idea of a single scientific method, shared across specialties and teachable to ten-year-olds, is just over a hundred years old. For centuries prior, science had meant a kind of knowledge, made from facts gathered through direct observation or deduced from first principles. But during the nineteenth century, science came to mean something else: a way of thinking. The Scientific Method tells the story of how this approach took hold in laboratories, the field, and eventually classrooms, where science was once (...) taught as a natural process. Henry M. Cowles reveals the intertwined histories of evolution and experiment, from Charles Darwin's theory of natural selection to John Dewey's vision for science education. Darwin portrayed nature as akin to a man of science, experimenting through evolution, while his followers turned his theory onto the mind itself. Psychologists reimagined the scientific method as a problem-solving adaptation, a basic feature of cognition that had helped humans prosper. This was how Dewey and other educators taught science at the turn of the twentieth century-but their organic account was not to last. Soon, the scientific method was reimagined as a means of controlling nature, not a product of it. By shedding its roots in evolutionary theory, the scientific method came to seem far less natural, but far more powerful. This book reveals the origin of a fundamental modern concept. Once seen as a natural adaptation, the method soon became a symbol of science's power over nature, a power that, until recently, has rarely been called into question. (shrink)

An ethical and legal framework is needed to regulate the rapidly developing human brain organoid research field properly. However, considering the legal issues involved in human brain organoid research remains underdeveloped and scattered. This article reviews the legal issues of human brain organoid research, grouping them into the following five broad themes: (1) consciousness, (2) legal status, (3) consent, (4) ownership, and (5) transplantation. The issues in each topic include both the urgent (e.g., appropriate forms of consent) and the speculative (...) (e.g., protection of conscious human brain organoids). Therefore, we have attempted to be as explicit as possible about the timescale within which each issue will be realized and to prioritize each. Examining these issues has revealed legal issues specific to human brain organoid research and issues common to research in other fields. Further discussion of human brain organoid research from a legal perspective is needed in the future, considering discussions in related fields. (shrink)

History is a potential tool for cognitive scientists interested in metacognitive categories like “creativity” and “innovation.” As a way of thinking, history suggests alternative accounts of the development of innovation and growth, for example. Life History Theory is one such account, but its roots in the Industrial Revolution make it a problematic tool for telling the history of that period.

Offers a physical explanation of the Coriolis force. This book is useful for studying the hydrodynamics of the ocean and atmosphere. It also presents many aspects of classical mechanics/dynamics physics. It explains the complexities of this force, about which many scientists have had lingering uncertainties since it was first described in 1831.

Selection bias? Content Type Journal Article DOI 10.1007/s11016-010-9490-4 Authors Henry M. Cowles, Program in History of Science, Princeton University, Princeton, NJ 08544, USA Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

One antidote to moral distress is stronger moral agency—that is, an enhanced ability to act to bring about change. The Clinical Ethics Residency for Nurses, an educational program developed and run in two large northeastern academic medical centers with funding from the Health Resources and Services Administration, intended to strengthen nurses’ moral agency. Drawing on Improving Competencies in Clinical Ethics Consultation: An Education Guide, by the American Society for Bioethics and Humanities, and on the goals of the nursing profession, CERN (...) sought to change attitudes, increase knowledge, and develop skills to act on one's knowledge. One of the key insights the faculty members brought to the design of this program is that knowledge of clinical ethics is not enough to develop moral agency. In addition to lecture‐style classes, CERN employed a variety of methods based in adult learning theory, such as active application of ethics knowledge to patient scenarios in classroom discussion, simulation, and the clinical practicum. Overwhelmingly, the feedback from the participants (sixty‐seven over three years of the program) indicated that CERN achieved transformative learning. (shrink)

The human blood coagulation system comprises a series of linked glycoproteins that upon activation induce the generation of downstream enzymes ultimately forming fibrin. This process is primarily important to arrest bleeding (hemostasis). Hemostasis is a typical example of a molecular machine, where the assembly of substrates, enzymes, protein cofactors and calcium ions on a phospholipid surface markedly accelerates the rate of coagulation. Excess, pathological, coagulation activity occurs in “thrombosis”, the formation of an intravascular clot, which in the most dramatic form (...) precipitates in the microvasculature as disseminated intravascular coagulation. Thrombosis occurs according to a biochemical machine model in the case of atherothrombosis on a ruptured atherosclerotic plaque, but may develop at a slower rate in venous thrombosis, illustrating that the coagulation machinery can act at different velocities. The separate coagulation enzymes are also important in other biological processes, including inflammation for which the rapid conversion of one coagulation factor by the other is not a prerequisite. The latter role of coagulation enzymes may be related to the old and probably maintained function of the coagulation machine in innate immunity. BioEssays 25:1220–1228, 2003. © 2003 Wiley Perioicals, Inc. (shrink)

The practice of evidence based medicine has changed the role of the physician from information dispenser to gatherer and analyser. Studies and controlled trials that may contain unknown errors, or uncertainties, are the primary sources for evidence based decisions in medicine. These sources may be corrupted by a number of means, such as inaccurate statistical analysis, statistical manipulation, population bias, or relevance to the patient in question. Regardless of whether any of these inaccuracies are apparent, the uncertainty of their presence (...) in physician information should be disclosed to the patient. These uncertainties are not, however, shared by physicians with patients, and have caused a direct increase in patient responsibilities and mistrust. Only when disclosure of uncertainty becomes commonplace in medical practice will the physician/patient relationship evolve to a level of greater understanding and satisfaction for both the physician and patient. (shrink)

This article reviews current methods for evaluating models in the cognitive sciences, including theoretically based approaches, such as Bayes factors and minimum description length measures; simulation approaches, including model mimicry evaluations; and practical approaches, such as validation and generalization measures. This article argues that, although often useful in specific settings, most of these approaches are limited in their ability to give a general assessment of models. This article argues that hierarchical methods, generally, and hierarchical Bayesian methods, specifically, can provide a (...) more thorough evaluation of models in the cognitive sciences. This article presents two worked examples of hierarchical Bayesian analyses to demonstrate how the approach addresses key questions of descriptive adequacy, parameter interference, prediction, and generalization in principled and coherent ways. (shrink)