What have the following in common: Epimetheus, Paris, Anchises, and the suitors of Penelope? The ready answer might be that it must have something to do with women, for it requires no great thought to see that the attractions of femininity proved the undoing of three of them, while for Anchises life was never to be the same again after his encounter with Aphrodite. But suppose we add to our first group such figures as Zeus, Priam, Polynices, and Eumaeus? The (...) fates of all these characters as they, appear at certain points in the poetry of Homer, Hesiod, and others give expression i to a network of interrelated sexual and economic anxieties that seem to underlie a { great deal of what the Archaic poets say about the female sex. In this article I 1 propose to explore a particular part of that network, which I have called the ? ‘Pandora complex’, since it is Hesiod′s version of the Pandora myth which provides the classic statement of the male dilemma over women, poised between the conflicting desires for sexual gratification and domestic stability.1. (shrink)

The name Iphianassa occurs only once in Latin literature—in the proem toDe Rerum Natura(=DRN). Here Lucretius illustrates the evils of religion with a description of Iphianassa's sacrifice at Aulis (1.80–101):illud in his rebus uereor, ne forte rearisimpia te rationis inire elementa uiamqueindugredi sceleris. quod contra saepius illareligio peperit scelerosa atque impia facta.Aulide quo pacto Triuiai uirginis aramIphianassai turparunt sanguine foedeductores Danaum delecti, prima uirorum.cui simul infula uirgineos circumdata comptusex utraque pari malarum parte profusast,et maestum simul ante aras adstare parentemsensit et (...) hunc propter ferrum celare ministrosaspectuque suo lacrimas effundere ciuis,muta metu terram genibus summissa petebat.nec miserae prodesse in tali tempore quibatquod patrio princeps donarat nomine regem.nam sublata uirum manibus tremibundaque ad arasdeductast, non ut sollemni more sacrorumperfecto posset claro comitari Hymenaeo,sed casta inceste nubendi tempore in ipsohostia concideret mactatu maesta parentis,exitus ut classi felix faustusque daretur.tantum religio potuit suadere malorum.It is clear that Lucretius treats the name Iphianassa as a synonym for Iphigenia. Homer (Il. 9.145, 9.287) and Sophocles (El. 157) mention a daughter of Agamemnon called Iphianassa, but in neither author is she the daughter who was sacrificed at Aulis (and in several versions rescued at the last moment by Artemis). The first known mention of this myth was in theCypria, where, according to the summary of Proclus, the daughter was called Iphigenia (Kinkel,EGF19; Bernabé,PEG1.41). Hesiod refers to it in theCatalogue of Women, where he calls the daughter Iphimede (Cat. fr. 23a.15–26 + b M-W). From the fifth centuryb.c.e., the extant sources, beginning with Pindar (Pyth. 11.22) and Aeschylus (Ag. 1526, 1555), call her Iphigenia. Why did Lucretius choose Iphianassa? (shrink)

Although the influence of Homer on Western literature has long commanded critical attention, little has been written on how various generations of readers have found menaing in his texts. These seven essays explore the ways in which the Illiad and the Odyssey have been read from the time of Homer through the Renaissance. By asking what questions early readers expected the texts to answer and looking at how these expectations changed over time, the authors clarify the position of (...) the Illiad and the Odyssey in the intellectual world of antiqueity while offering historical insight into the nature of reading. The collection surveys the entire field of preserved ancient interpretations of Homer, beginning with the fictional audiences portrayed within the poems themselves, proceedings to readings by Aristotle, the Stoics, and Aristarchus and Crates, and culminating in the spritiualized allegorical reading current among Platonists of the fifth and sixth centuries C.E. The influence of these ancient interpretations is then examined in Byzantium and in the Latin West during the Renaissance. Contributors to this volume are Robert Browning, Anthony Grafton, Robert Lamberton, A.A. Long, James Porter, Nicholas Richardson, and Charles Segal. Robert Lamberton is Assistant Professor of Classics and John J. Keaney is Professor of Classics, both at Princeton University. Originally published in 1992. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

Offers philosophical and psychological reflections on cruelty and tenderness. The Cudgel and the Caress explores the enduring significance of tenderness and cruelty in a range of works across philosophy, psychoanalysis, and literature. Divided into two parts, the book initially focuses on tenderness, with David Farrell Krell delivering original readings of Homer’s Iliad, Sophocles’s Antigone, and writings by Hölderlin, Hegel, Freud, and Derrida that deal with the importance of tenderness and the tragic consequences of its absence. Part One concludes with (...) an extended reading of Robert Musil’s Man Without Qualities, in which Krell analyzes the tender relationship between Ulrich and Agathe. In Part Two, Krell begins by examining Otto Rank’s Birth Trauma, which reflects on the tenderness of gestation in the womb and the cruel necessity of birth. He then turns to an examination of cruelty in general, focusing on Derrida’s challenge to contemporary psychoanalysis, his opposition between Kant and Nietzsche, and his analysis (and indictment) of the death penalty. Groundbreaking and insightful, the book provides a rare philosophical treatment of subjects vital to the world we live in. David Farrell Krell is Emeritus Professor of Philosophy at DePaul University and Brauer Distinguished Visiting Professor of German Studies at Brown University. (shrink)

“There is, in addition, a second reason for doubting that scientists reject paradigms because confronted with anomalies or counterinstances. In developing it my argument will itself foreshadow another of this essay's main theses. The reasons for doubt sketched above were purely factual; they were, that is, themselves counterinstances to a prevalent epistemological theory. As such, if my present point is correct, they can at best help to create a crisis or, more accurately, to reinforce one that is already very much (...) in existence. By themselves they cannot and will not falsify that philosophical theory, for its defenders will do what we have already seen scientists doing when confronted by anomaly. They will devise numerous articulations and ad hoc modifications of their theory in order to eliminate any apparent conflict. Many of the relevant modifications and qualifications are, in fact, already in the literature. If, therefore, these epistemological counterinstances are to constitute more than a minor irritant, that will be because they help to permit the emergence of a new and different analysis of science within which they are no longer a source of trouble. Furthermore, if a typical pattern, which we shall later observe in scientific revolutions, is applicable here, these anomalies will then no longer seem to be simply facts. From within a new theory of scientific knowledge, they may instead seem very much like tautologies, statements of situations that could not conceivably have been otherwise.”. (shrink)

The two cases presented here may at first seem very different: one patient was an adult, making autonomous decisions for herself and her fetus; the other was a child too young to meaningfully participate in the most significant decisions regarding his health. In both cases, healthcare professionals had to determine the extent to which the parents of a dying fetus or child should be permitted to make agonizing choices about how long to maintain hope and what that death will look (...) like; and in both, health professionals’ prognostications influenced their judgments about the patients’ best interests and whether they were candidates for certain interventions. While members of both healthcare teams questioned the patients’ and families’ ability to objectively consider the risks and benefits, the families were focused on the need to be able to live with the decisions made, regardless of outcome. Clinicians expressed unwillingness to perform physical actions they felt were more likely to promote harm and suffering than benefit, and experienced attendant moral distress in the face of conflicting values. In this regard, these cases are mirror images: only in the first case did the clinician, an obstetrician, have sufficient professional authority to refuse to perform the desired intervention. In the second case, the clinicians who expressed the most distress regarding the patient’s trajectory were the nurses, who largely lacked similar autonomy. Viewed together, these cases share a core question: What does paternalism look like in the contemporary era? (shrink)

Feminist therapy is more than a prescription of technique; it is a unique philosophy of psychotherapy. While much has been written on feminism and therapy, this bold book breaks new ground by making explicit and coherent the theoretical underpinnings of feminist therapy.Building on the revolutionary work of feminist scholars who have described how women employ strategies of knowing the world in a manner distinct from men, Laura S. Brown, noted for her pioneering work in the field of ethics and (...) boundaries, shows how these insights should reshape the very nature of the therapeutic encounter. With meticulous care, the author examines key features of the therapeutic encounter with a feminist lens: the power of the therapist; assessment and diagnosis; the nature of change; the ethics of practice; and differences in race, class, and sexual identity. She constructs a vision of therapy that helps the client develop a sense of entitlement to satisfying and equal relationships outside the therapist's office. This powerful vision of feminist therapy is grounded throughout with case examples that illustrate how a dialogue between therapist and client can be healing, subversive, and transformative all at once. (shrink)

This is an introduction to the Symposium on Nonparadigmatic Forms of Punishment. We explain what we mean by calling certain instances of punishment 'nonparadigmatic' and explain why nonparadigmatic punishments are of philosophical interest. We then introduce the contributions to the Special Issue and conclude by outlining directions that future research on nonparadigmatic punishment might take. We focus on three particular ways in which punishment might be nonparadigmatic: cases involving nonstandard punishing agents, those involving nonstandard subjects of punishment, and those involving (...) nonstandard means of punishment. (shrink)

Critical Realism and Marxism addresses controversial debates, revealing a potentially fruitful relationship; deepening our understanding of the social world and contibuting towards eliminating barbarism in contemporary capitalism.

Brown, Neil The Twentieth Century began with Nietzsche's cry, 'God is dead', ringing in its ears. Peter Conrad's chronicle, Modern Times, Modern Places, traces the playing out of that announcement in the literature and arts of the succeeding hundred years, where, with only a few exceptions, such as Schoenberg and Eliot, atheism prevailed, with the result, according to Conrad, that the 'sky from which God was evicted is now thickly layered with data, and satellite dishes relay its messages.' Conrad (...) confidently assumes that at the end of the century God is not only dead, but also buried, and that modern culture has forgotten the place of his burial. (shrink)

* A selection of key writings on the problem of war and peace* Introduces students to general issues in ethics and moral theology. * Key contributors from around the world.This reader samples a wide range of modern moral and religious discussions on the subject of war and peace. In addition to providing material on pacifism, the just war debate, the nuclear option, genocide, and the concept of a holy war, it introduces students to general issues in ethics and moral theology, (...) using the morality of war as a powerful and pertinent worked example.Contributors include Elizabeth Anscombe, George Bell, Charles Curran, Y. Harkabi, Richard Harries, Stanley Hauerwas, Paul Ramsey, W. Montgomery Watt, Rowan Williams. (shrink)

In _Autonomy_ Nicholas Brown theorizes the historical and theoretical argument for art's autonomy from its acknowledged character as a commodity. Refusing the position that the distinction between art and the commodity has collapsed, Brown demonstrates how art can, in confronting its material determinations, suspend the logic of capital by demanding interpretive attention. He applies his readings of Marx, Hegel, Adorno, and Jameson to a range of literature, photography, music, television, and sculpture, from Cindy Sherman's photography and the novels (...) of Ben Lerner and Jennifer Egan to _The Wire_ and the music of the White Stripes. He demonstrates that through their attention and commitment to form, such artists turn aside the determination posed by the demand of the market, thereby defeating the foreclosure of meaning entailed in commodification. In so doing, he offers a new theory of art that prompts a rethinking of the relationship between art, critical theory, and capitalism. (shrink)

_Adv_e_nturous Learning _interrogates the word ‘adventure’ and explores how elements of authenticity, agency, uncertainty and mastery can be incorporated into educational practices. It outlines key elements for a pedagogy of adventurous learning and provides guidelines grounded in accessible theory. Teachers of all kinds can adapt these guidelines for indoor and outdoor teaching in their own culturally specific, place-responsive contexts, without any requirement to learn a new program or buy an educational gimmick. As forces of standardization and regulation continue to pervade (...) educational systems across the globe, both teaching and learning have been starved of creativity, choice and ‘real world’ relevance. Many teachers are keen to improve their practice yet feel constrained by the institutional structures within which they work. By carefully examining adventure and its role in education, teachers can become better able to design and deliver engaging programmes that are underpinned by sound pedagogical principles, and which have deep and enduring meaning for their students. (shrink)

Even though just war theory is ostensibly intended to rule out some wars and some forms of warfare, Charles Brown argues that, because of its basis in value-hierarachical dualism, just war theory ultimately props up warfare by justifying it. By its nature, just war theory defines warfare as waged against an evildoer, thereby shutting down avenues for dialog and peaceful prevention of warfare: "Just war theory has always been developed with the noblest of motives only to end as part (...) of the legitimation of war [...] The value-hierarchical and dualist set of assumptions informing traditional just war theory creates the perspective of a master self and with it a monological rationality that makes just war theory incapable of judging when the basic just war requirements for justice have been met. Just war theory must then be reconstructed in light of a new model of self-identity and a dialogical rationality.". (shrink)