In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 40.3 (2006) 92-114 [Access article in PDF] A Global Art System: An Exploration of Current Literature on Visual Culture, and a Glimpse at the Universal Promethean Principle—with Unintended Oedipal Consequences Art Education 11-18: Meaning, Purpose And Direction, edited by Richard Hickman; New York, Continuum; 2nd edition, 2004; 176 pp. Global Visual Culture within a Global Art System I have harbored misgivings about the term (...) "visual culture" for several years. Having read Hickman's book with its collection of notable scholars in art and design education, those misgivings turned into qualified acceptance of "visual culture"—so long as it is understood as a global visual culture within a global art system. The ten chapters presented in Hickman's book clearly explore the notion of visual culture in the context of generating an expansive and appropriate canon of art distinctly relevant to our postmodern, multicultural, multidimensional classroom of multiple intelligences.1 And so, art and design education for the twenty-first century must perform three essential functions: one, it must color the classroom with signs of global human pictorial and textual expressions; two, it must attempt to comprehend an immeasurable universe through creative, scaled-down explorations of the phenomenal world all of humanity is subject to; and three, it must open up the Blakeian doors of perception,2 while remaining free of emotional, educational, social, political, or religious ideological bonds. In this light, Hickman's Art Education 11-18 (2004), is a must read for art and design educators currently bogged down in old curriculum, and a must read for educators who incorporate new pedagogical literature easily into their new curriculum. And I say must read because we are on the verge of a revolution in visual art history and education—immersed in it, struggling to make sense of our beloved classical canon of art, and struggling to come to grips with a strangely foreign, beautifully alien, semeiotic reality we call (vaguely) "visual culture." It is a visual culture and history from the north, east, and south. Not just from the west.Key innovative educational issues addressed in these chapters are (respectively) using the dynamic nature of art to expand the curricula (Richard Hickman); the collapse of cultural borders (Lesley Burgess and Nicholas [End Page 92] Addison); a balanced cultural history of the world (Colin Grigg); recognizing art and recognizing visual culture (Howard Hollands); a range of visual cultures and literacy (Darren Newbury); using computer technology as a pathway to a new art and visual culture (Andy Ash); critical study and analysis (Michele Tallack); hand-making as a universal link to nature and art (Rachel Mason); spirituality in the process of art creation (James Hall); and cross-cultural heritage toward a new canon of art (Hickman).I will review each chapter as it pertains to current literature exploring popular pedagogical terms like "visual culture," "postmodernism," "pluralism," and "radicalism" and (more importantly) as it fits into a global system of art and culture. In addition, I suggest another term ("cosmopolitanism"—to identify the viable gay and lesbian aesthetic and culture) not that they are necessarily different, but they are indeed relevant and operate from a fresh literary and historical perspective. Then, I will illustrate how a new, postmodern canon of art must be linked to global visual culture and art in order to expand the concept of visual culture. Thus, I see two tasks before me: the first task is to inventory the philosophy, pedagogy, and meanings within each of the ten chapters in Hickman's Art Education 11-18; and the second task is to integrate key pedagogical ideas highlighted in each chapter as a method of generating a meaningful, holistic, integrated direction for art and design education in the twenty-first century. Integrating Art and Design Education Art is a design process. All subject regimes, D. N. Perkins suggests, are a design process.3 This may seem too obvious now after all these years since the publication of Knowledge... (shrink)

In challenging the prevailing paradigm for understanding how the human mind works, Patterns, Thinking, and Cognition is certain to stimulate fruitful debate.

The loss of the federally protected constitutional right to an abortion is a threat to the already tenuous autonomy of pregnant people, and may augur future challenges to their right to refuse unwanted obstetric interventions. Even before Roe’s demise, pregnancy led to constraints on autonomy evidenced by clinician-led legal incursions against patients who refused obstetric interventions. In Dobbs v. Jackson Women’s Health Organization, the Supreme Court found that the right to liberty espoused in the Constitution does not extend to a (...) pregnant person’s right to an abortion. With Roe’s demise, the right to request specific types of care has been vitiated. The same argument underpinning that holding may now become ballast for attacks on the traditionally more robust right, the right to refuse. Here we discuss how the elevation of fetal and embryonic rights may lead to a cascade of medical intrusions and deprivations of liberty against pregnant persons, and offer an argument opposing these improprieties. (shrink)

While not paramount among Kant scholars, issues in the philosophy of mathematics have maintained a position of importance in writings about Kant’s philosophy, and recent years have witnessed a rejuvenation of interest and real progress in interpreting his views on the nature of mathematics. My hope here is to contribute to this recent progress by expanding upon the general tacks taken by Jaakko Hintikka concerning Kant’s writings on geometry.Let me begin by making a vile suggestion: Kant did not have a (...) philosophy of mathematics. When Kant was writing about mathematics, essentially he was reporting the views of others. The texts provide sufficient evidence to make this suggestion plausible. Generally, when Kant writes about mathematics in his mature works, he does so in order to illustrate or argue for a philosophical point. There are important references to mathematical method in the preface to the 1787 edition of Critique of Pure Reason; however, Kant’s purpose is to describe those basic features of a method that he intended to incorporate in his theory of philosophical method: ‘our new method of thought, namely, that we can know a priori of things only what we ourselves put into them.’ Indeed, Kant makes it clear in this preface that he thought there to be no extant problems to be solved in mathematical methodology; such was the state of the science, he thought. It was for this reason that Kant felt some confidence in borrowing from this method to improve the state of metaphysics; it is also for this reason that one should not expect to find Kant engaging in basic research in mathematical methodology. Similarly, the material on syntheticity added to the second edition Introduction to Critique of Pure Reason occurs in the context of a discussion of the syntheticity of metaphysical principles; that the propositions of both disciplines are synthetic a priori lends credence to the extrapolation of some features from the mathematical method for use in developing a metaphysics. Many writers find a philosophy of mathematics in the ‘Transcendental Aesthetic’; it is clear, however, that in this section his concern is to support his theory of the nature of space, time, and sensation. What is said about geometry, for example, is restricted to those of its features relevant to the subjectivity of space. The other major discussion of mathematics and its method is found in the section, ‘Doctrine of Method.’ Here we find Kant’s fullest account of the mathematical method and of constructions. It must be borne in mind, though, that his purpose is to argue against views that the proper methods of mathematics and metaphysics are identical, that the disciplines differ in subject matter alone. The result of the discussion is not a theory of mathematical method, but an account of the method proper to the philosopher.2 Kant simply is mentioning certain features of mathematical method sufficient to support the claim that the philosopher cannot incorporate it lock, stock, and barrel.’ In short, we do not find a systematic theory of mathematics or its method described by Kant in the first Critique, nor do we find discussions of mathematics other than in contexts where philosophical positions are being developed. This holds for Kant’s other works, too. (shrink)

The first in a series that collects the "Sermon Series" by renowned African American theologian Howard Thurman, this volume on "Man and the Moral Struggle" and "The Message of the Prophets.".

Although the physician’s use and misuse of power have been discussed in the social sciences and in literature, they have never been explored in medical ethics until now. In this book, Dr. Howard Brody argues that the central task is not to reduce the physician’s power, as others have suggested, but to develop guidelines for its use, so that the doctor shares with the patient both information and the responsibility for deciding on appropriate treatment. Dr. Brody first reviews literary (...) works dealing with medical power, from Dostoevsky’s “The Grand Inquisitor” to stories by William Carlos Williams, Vonda McIntyre, and Richard Selzer. These works, he shows, reveal the healers’ ambivalence over their own powers and patients’ fears of the abuse of power. Dr. Brody then points out important but neglected ethical issues that emerge from an analysis of power, such as the tension between care of individual patients and the pressures of the doctor’s workload; the rescue fantasy that impels some physicians to extraordinary lengths to save a life; and the economic system, which rewards surgeons and other specialists more than it does physicians who spend time talking with patients about their problems. He also shows how the perspective of shared power can shed new light on standard topics in medical ethics—from informed consent and confidentiality to resource allocation and cost containment. (shrink)

Kendler addresses three basic and interrelated questions that face all psychologists: What is the subject matter of psychology? What are the criteria for understanding psychological events? What ethical principles underlie the use of psychological knowledge? "[The book's] structure.... only hints at the literate and responsible handling of these current issues.... [it] would be enjoyable to use in teaching." --Psychological Report.

This article explores the enterprising act of socially constructing fatness, or overweight and obesity, as an individual and collective problem. We argue that this process is complex and hence draw liberally on and extend an eclectic range of scholarship (e.g. the sociology of the body, moral panic theory, critical weight studies) when presenting a typology of obesity epidemic entrepreneurs, that is, those who actively make fatness into a correctable health problem. Using a variety of data, we consider six main ideal (...) typical entrepreneurs: creators, amplifiers/moralizers, legitimators, supporters, enforcers/administrators and the entrepreneurial self. We conclude with a critique of obesity epidemic entrepreneurship and underscore the broader salience of our work for the sociology of the body/embodiment. The relevance of social studies of the body for the obesity debate and critical weight studies is also highlighted. (shrink)

When I was a student, reigning opinion held that Newton, although unquestionably in the foremost rank of the great among scientists, was a shallow and unoriginal philosopher. In a work whose reputation at that time was high, E. A. Burtt put it thus: “In scientific discovery and formulation Newton was a marvelous genius; as a philosopher he was uncritical, sketchy, inconsistent, even second rate.”.

A philosophical exploration of the origin and limits of the modern world.

Neo-positivism is dead. Let that imperfect designation stand for the project that dominated and defined the philosophy of science, especially in its Anglophone form, during the fifty or so years following the end of the Second World War. While its critics were many,1 its death was slow, and some think still to find a pulse.2 But die it did in the cul-de-sac into which it was led by its own faulty compass.

Journal of Political Philosophy, EarlyView.