This accessible and engaging text explores the relationship between philosophy, science and physical geography. It addresses an imbalance that exists in opinion, teaching and to a lesser extent research, between a philosophically enriched human geography and a perceived philosophically ignorant physical geography. Science, Philosophy and Physical Geography , challenges the myth that there is a single self-evident scientific method, that can and is applied in a straightforward manner by physical geographers. It demonstrates the variety (...) of alternative philosophical perspectives. Furthermore it emphasizes the difference that the real world geographical context and the geographer make to the study of environmental phenomenon. This includes a consideration of the dynamic relationship between human and physical geography. Finally, it demonstrates the relevance of philosophy for both an understanding of published material and for the design and implementation of studies in physical geography. Key themes such as global warming, species and evolution and fluvial geomorphology are used to provide illustrations of key concepts in each chapter. Further reading is provided at the end of each chapter. (shrink)

Many competing ideas exist around teaching ‘standard’ high school social studies subjects such as history, government, geography, and economics. The purpose of this paper is to explore the potential of social studies teaching and learning as a moral activity. I first propose that current high school curriculum standards in the United States often fail in focusing on the kinds of sustained discourse and ideas necessary for students to develop an awareness and commitment to justice in a pluralistic (...) society. I then make the argument that understanding social studies as an inherently moral activity creates a space for transformative and meaningful learning to occur. Lastly, I contend that public schools are inextricably linked to understanding and creating elements of a just society and as such, hold equal potential to both support and severely hinder its development. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Art in Social Studies: Exploring the World and Ourselves with RembrandtIftikhar Ahmad (bio)IntroductionRembrandt’s art lends itself as a fertile resource for teaching and learning social studies. His art not only captures the social studies themes relevant to the Dutch Golden Age, but it also offers a description of human relations transcending temporal and spatial frontiers. Rembrandt is an imaginative storyteller with a keen insight for minute details. (...) His narrative of the culture, society, economy, geography, and contemporary events of seventeenth-century Dutch life is as vivid and perceptive as a historian’s eloquent text. How people lived in community, how the city of Amsterdam functioned, how important religion was to people, how diverse and cosmopolitan the culture was, how interdependent the world was in the seventeenth century, and what the social and civic ideals of the Dutch people were during the Golden Age—Rembrandt’s paintings, etchings, and drawings neatly organize these and other social studies themes into visual messages. More importantly, our appreciation and interpretation of Rembrandt’s work helps us learn about not just Dutch society and culture of four hundred years ago but also about ourselves. The passion, emotions, conflicts, and inspirations of his subjects are essentially human and eternal, arousing empathy in every generation and cross-section of society. In this article I look at Rembrandt’s art for the purpose of teaching and learning social studies in our contemporary interdependent world—a world that is chronologically and geographically distant from the Dutch Golden Age but in many respects shares its enduring values, norms, ideals, pursuits, challenges, and possibilities. To do so, I employ a conceptual lens—the curriculum thematic strands of the National Council for the Social Studies (NCSS)—to examine Rembrandt’s art in order to explore life and make meaning of the story that is being told about the human condition, and to seek out its relevance to ourselves and [End Page 19] our world in the early twenty-first century. Although Rembrandt’s oeuvre is extensive, including the diverse genres of self-portraits, group portraits, drawings, etchings, landscapes, and religious themes, for our limited purpose I have selected only those works that, in my judgment, correspond with the following seven of the ten thematic curriculum strands of the NCSS:CultureTime, Continuity, and ChangePeople, Places, and EnvironmentIndividual Development and IdentityProduction, Distribution, and ConsumptionGlobal ConnectionsCivic Ideals and PracticesThese thematic curriculum strands are derived from the foundational disciplines of the social sciences and humanities such as anthropology, history, geography, sociology, political science, psychology, economics, philosophy, and law, but they are conceptually interrelated.1 For example, culture is a core concept in anthropology but it is also relevant to Time, Continuity, and Change, which is the main concept in the history discipline. Similarly, culture is relevant to the theme of People, Places, and Environment, which is the central focus of geography. More importantly, since social studies is about human experiences, there is a general consensus among the social studies educators that classroom teachers should draw content knowledge not just from the social sciences as mentioned here but from wide sources “to construct curricular experiences enabling students to actively relate new knowledge to existing understanding.”2 That is to say all fields of knowledge that are related to human civilization and that help in developing students’ skills in reflective thinking, decision making, and problem solving are relevant to social studies education. Those fields also include art. Rembrandt’s art is especially relevant because his themes are universal and the social, political, and economic contexts in which he created his work—globalization, individualism, and free enterprise—are more or less similar to our age.It needs to be mentioned that by looking at Rembrandt’s art from the social studies perspective it is not my intention to strip his work of its aesthetic scope and value. On the contrary, by looking at Rembrandt in the social studies classroom I seek to humanize social studies education itself. That [End Page 20] is to say I wish to step back from the conventional view of social studies to feel free from the bonds of traditionalism and discover, describe, analyze... (shrink)

MARINA PAOLA BANCHETTI-ROBINO is Associate Professor and Chair of the Philosophy Department at Florida Atlantic University. Her areas of research include phenomenology, philosophy of language, philosophy of science, philosophy of mind, and zoosemiotics. Her publications have appeared in such journals as Synthese, Husserl Studies, Idealistic Studies, Philosophy East and West, and The Review of Metaphysics. She has also contributed essays to The Role of Pragmatics in Contemporary Philosophy (1997), Feminist Phenomenology (2000), and Islamic Philosophy and Occidental Phenomenology on the Perennial (...) Issue of Microcosm and Macrocosm (2006). She co-edited Philosophies of the Environment and Technology (1999) and is currently working on a book-length project entitled The Birth of Science Out of the Spirit of Myth: A Historico-Phenomenological Re-Examination of the Crisis of the European Sciences. BERNARD BOXILL was born in Saint Lucia, West Indies where he received his primary and secondary education. He studied philosophy at the University of New Brunswick, Canada and at the University of California, Los Angeles where he was awarded a doctorate in philosophy in 1971. He has published numerous articles, a book, Blacks and Social Justice (1992), and is professor of philosophy at the University of North Carolina at Chapel Hill. ED BRANDON was born and educated in England, studying philosophy and linguistics at The University of York, England, and later philosophy at The University of Oxford with the late John Mackie. After teaching in Sierra Leone and briefly in England, he went to teach philosophy of education at the University of the West Indies at Mona, Jamaica in 1978. From 1992 he has been attached to a policy unit of the Vice-Chancellery, based at the Cave Hill campus in Barbados, where he has been assisting since 2000 with a new major in philosophy. His academic work can be accessed from http://cavehill.uwi.edu/bnccde/epb/personalpage.html CAROLYN CUSICK is a doctoral candidate in the Department of Philosophy at Vanderbilt University. She is a founding member of the Phenomenology Roundtable. Her research focuses on feminist epistemology, Africana philosophy, and phenomenology. LEWIS GORDON is President of the Caribbean Philosophical Association. He is Laura H. Carnell Professor, the most distinguished chair, at Temple University, where he holds appointments in philosophy, religion, and Judaic studies and directs the Institute for the Study of Race and Social Thought and the Center for Afro-Jewish Studies. He is also Ongoing Visiting Professor of Philosophy and Government at the University of the West Indies at Mona, Jamaica. He is the author of several books, including the award-winning Her Majesty's Other Children: Sketches of Racism from a Neocolonial Age (Rowman and Littlefield, 1997), Disciplinary Decadence: Living Thought in Trying Times (Paradigm, 2006), An Introduction to Africana Philosophy (Cambridge University Press, forthcoming), and co-editor of A Companion to African-American Studies (Blackwell, 2006) and Not Only the Master's Tools: African-American Studies in Theory and Practice (Paradigm, 2005). CLEVIS HEADLEY is currently Associate Professor of Philosophy at Florida Atlantic University, director of the Ethnic Studies Certificate Program, as well as director of the Master's in Liberal Studies. Professionally, he serves as the Vice-President and Treasurer of the Caribbean Philosophical Association. Professor Headley has published widely in the areas of Critical Race Theory and Africana philosophy. He has also published in Analytic philosophy, focusing specifically on Gottlob Frege. PAGET HENRY is Professor of Sociology and Africana Studies at Brown University. He is the author of Caliban's Reason: Introducing Afro-Caribbean Philosophy, Peripheral Capitalism and Underdevelopment in Antigua, and the co-editor of C. L. R. James' Caribbean. Professor Henry also serves as the editor of the C. L. R. James Journal, and has published numerous articles on the political economy of the Caribbean as well as on African, African-American, and Afro-Caribbean philosophy. ESIABA IROBI is Associate Professor of International Theatre/Performance Studies at Ohio University, Athens. His groundbreaking book: A Theatre for Cannibals: Resisting Globalization on the Continent and Diaspora since 1441 will be published by Palgrave Macmillan, London, in 2007. He has been invited to be an External Resident Fellow at the prestigious Dartmouth College Humanities Institute for the 2007-2008 academic year. CHIKE JEFFERS is a graduate student in the Ph.D. program of the Philosophy Department at Northwestern University. His interests are in Africana philosophy, social and political philosophy, ethics, philosophy of religion and aesthetics. He is originally from Toronto, Ontario, Canada. CATHERINE JOHN is Associate Professor of African Diaspora Literary and Cultural Studies at the University of Oklahoma. Her book Clear Word and Third Sight: Folk Groundings and Diasporic Consciousness in African Caribbean Writing was co-published by Duke University Press and UWI Press in 2003. She has published several articles on Caribbean literature and culture and her current book project is entitled The Just Society and the Diasporic Imagination. She spends her summer working in Woodside, St. Mary, Jamaica helping with a summer school for children and participating in the community's emancipation celebration. KENNETH KNIES is a doctoral student in philosophy at Stony Brook University. His areas of focus are phenomenology and ancient philosophy. He is also a contributing editor for Political Affairs magazine. EDIZON LEN is a photographer and coordinator of the Fondo Documental Afro-Andino at the Universidad Andina Simòn Bolivar in Quito, Ecuador. In 2006, he was curator of the photo exhibit "The Color of the Diaspora" presented at the Cultural Center of the Catholic University of Ecuador and the University of Tennessee in Knoxville. He is currently completing his doctorate at the Universidad Andina Simòn Bolivar with a focus on Maroon thought. REKHA MENON is Associate Professor of Art History at State University of New York, Buffalo State. She is the author of Seductive Aesthetics of Post Colonialism (forthcoming). Her area of research focuses on current philosophical investigations in colonial and neocolonial aspects of Indian art, artistic/cultural practices and philosophies and their relationship to Western arts and philosophies. Her manuscripts under review are: Ashamed of Our Nakedness, Is There Ever a Naked Body? Ambivalence in Contemporary Indian Expressive Aesthetics and Insatiable Desire. MICHAEL R. MICHAU is a Ph.D. candidate in the Philosophy and Literature Program at Purdue University, and during the 2006-2007 school year, a lecturer in the Department of Comparative Studies and Department of Philosophy at Ohio State University. He is the co-founder and co-secretary of the North American Levinas Society. CHARLES W. MILLS is Distinguished Professor of Philosophy at the University of Illinois at Chicago. He works in the general area of oppositional political theory, and is the author of numerous articles and three books: The Racial Contract (Cornell University Press, 1997), Blackness Visible: Essays on Philosophy and Race (Cornell University Press, 1998), and From Class to Race: Essays in White Marxism and Black Radicalism (Rowman and Littlefield, 2003). MABOGO P. MORE is currently Associate Professor of Philosophy at the University of KwaZulu-Natal, South Africa. He has published articles on African philosophy and social and political philosophy in a number of academic journals, such as South African Journal of Philosophy, Dialogue and Universalism, Alternation, Theoria, and African Journal of Political Science. MARILYN NISSIM-SABAT, Ph.D., M.S.W. is Professor Emerita and Adjunct Professor of Philosophy, Lewis University. Dr. Nissim-Sabat is also a psychotherapist in private practice. She is the author of numerous book chapters and papers in the fields of philosophy (Husserlian phenomenology), psychoanalysis, feminism, and critical race theory. Citations of her works can be found on her website: marilynnissim-sabat.com. FREDERICK OCHIENG'-ODHIAMBO is a Senior Lecturer of Philosophy and Coordinator of the discipline at The University of the West Indies, Cave Hill, Barbados. His major research areas are African philosophy and social philosophy. He has published several articles on philosophic sagacity. IVAN PETRELLA is an Assistant Professor of Religious Studies at the University of Miami. He is author of The Future of Liberation Theology: An Argument and Manifesto (SCM Press, 2006) and editor of Latin American Liberation Theology: The Next Generation (Orbis Books, 2005) as well as co-editor of the series Reclaiming Liberation Theology (SCM Press) RICHARD PITHOUSE is a research fellow at the University of KwaZulu-Natal in Durban, South Africa. He is editor of Asinamali: University Struggles in Post-Apartheid South Africa (Africa World Press, 2006). SATHYA RAO is Assistant Professor in French translation at the Department of Modern Languages and Cultural Studies, University of Alberta, Canada. His research fields include: theory of translation, continental philosophy, postcolonial studies, discourses on Africa, and Francophone cinema and literature. He has published articles in various peer-reviewed journals and written chapters in several collective books such as: De l'Ecrit Africain a l'Oral le Phenomene Graphique Africain, Simon Battestini (Ed.) (Paris: L'Harmattan, 2006) and Thèorie-rèbellion. Un Ultimatum, Gilles Grelet (Ed.) (Paris: L'Harmattan, 2005). He has a co-edited a book on Francophone African cinema L'Afrique fait son cinema (Montreal: Memoires d'encrier, forthcoming). Sathya Rao is vice-president of the International Non-Philosophical Organisation (INPhO), member of the Canadian Association of Translatology (CATS), coordinator of the research team Poexil, and Secretary of the Caribbean Philosophical Association. He is co-founder of an online journal Alternative Francophone. CATHERINE WALSH is Professor and Director of the doctoral program in Latin American Cultural Studies at the Universidad Andina Simon Bolivar in Quito, Ecuador. Her research interests include the geopolitics of knowledge, interculturality and concerns related to the Afro-Andean Diaspora and the production of decolonial thought. Among her recent publications are Pensamiento crìtico y matriz colonial (Quito: Abya Yala, 2005), "Interculturality and the Coloniality of Power. An 'Other' Thinking and Positioning from the Colonial Difference," in Coloniality of Power, Transmodernity, and Border Thinking, R. Grosfoguel, J.D. Saldivar, and N. Maldonado-Torres (Eds.) (Durham: Duke University Press, forthcoming) and "Shifting the Geopolitics of Critical Knowledge: Decolonial Thought and Cultural Studies 'Others' in the Andes," Cultural Studies (forthcoming). KRISTIN WATERS has published widely in the areas of race and gender. Her anthology Enlightened Conversations: Women and Men Political Theorists (Blackwell, 2000) challenges political theorists to be more inclusive of race and gender in their research and teaching. Her book Black Women's Intellectual Traditions: Speaking Their Minds, co-edited with Carol Conaway (University of Vermont Press, forthcoming), addresses the varied intellectual traditions of black women's thought that spans more than two hundred years in North America. She is currently Professor of Philosophy at Worcester State College and Visiting Research Associate at Brandeis University. (shrink)

"There is a growing unease among geographers with the notion of geography as spatial analysis but, as yet, no book has appeared which is able to assimilate and develop the profound methodological developments and changes in philosophy which have occurred since the sixties. Ideology, Science and Human Geography re-examines the nature of geography after the positivist revolution and provides a critique of the discipline from the perspective of the social sciences in general. For Gregory, the new (...) geography's commitment to the paradigms of natural science was simply a reaffirmation of the Victorian tradition of geography. The ideological consequences of this are discussed in relation to recent changes in the social sciences to argue that a scientific geography must provide explanations which are at once structural, reflexive and committed. In questioning many of the assumptions of quantitative methodology the book seeks, above all, to reinstate man into the study of geography." -- Publisher's description. (shrink)

Whilst social and political issues have an important role in the geography curriculum, the long-term erosion of the value and insularity of disciplinary knowledge in society and the curriculum has blurred the distinction between educational aims and political advocacy in classrooms. Increasingly, teachers, policymakers, and nongovernmental organizations (NGOs) instrumentalize the curriculum with respect to their political objectives, including climate change and social injustice. In taking an advocacy approach to pedagogy, they potentially undermine liberal educational objectives, including the development of (...) autonomy and subjectification. Drawing on recent work in philosophy of education (e.g. Biesta; Van Poeck, and Östman) as well as social realist approaches to knowledge, I make a case for teaching about social and political issues on liberal educational grounds. Geography plays a key role in the school curriculum by providing a space for exploring the human condition through the study of people in contrasting environments and cultural systems. Here, we examine how geography teachers can handle issues in a morally careful way and navigate a line between advocacy and educational aims. One key difference examined is the need to treat students as subjects in their own right and to help develop skills of moral enquiry. In practice this means encouraging an open-ended approach, exploring topics (and the values underpinning them) from a range of perspectives, developing sensitivity to difference, and showing tolerance for ideas of which one disapproves. For students to develop agency and moral independence, they must learn how to think about social and political issues rather than be told what to think. (shrink)

Essays on a wide range of areas and topics in Asian studies for scholars looking to incorporate Asia into their worldview and teaching. Contributors give contemporary presence to Asian studies through a variety of themes and topics in this multidisciplined and interdisciplinary volume. In an era of globalization, scholars trained in Western traditions increasingly see the need to add materials and perspectives that have been lacking in the past. Accessibly written and void of jargon, this work provides an adaptable (...) entrée to Asia for the integration of topics into courses in the humanities, social sciences, cultural studies, and global studies. Guiding principles, developed at the East-West Center, include noting uncommon differences, the interplay among Asian societies and traditions, the erosion of authenticity and cultural tradition as an Asian phenomenon as well as a Western one, and the possibilities Asian concepts offer for conceiving culture outside Asian contexts. The work ranges from South to Southeast to East Asia. Essays deal with art, aesthetics, popular culture, religion, geopolitical realities, geography, history, and contemporary times. “This volume truly lies at the intersection of scholarship and teaching. Each essay has the potential to help rethink approaches to scholarly issues, and there is a great deal of material for classroom discussion and examples. The book’s breadth—covering India, China, Korea, the Sea of Malay, Bhutan, and other locations—is impressive.” — Robert André LaFleur, Beloit College. (shrink)

Human geography, as a subject, has become widely recognized since its connections with the social sciences have widened and deepended the study of people, places and social structures. Horizons in Human Geography provides a clear and accessible sketch map of some of the latest and most promising developments in the subject. The book starts by assessing the role and limitations of techniques, models and theories and proceeds to provide a broad-ranging overview of the major social, (...) cultural, urban, regional, political, economic and environmental issues confronting geographers today. Contents: Introduction; Part I: Beyond The Quantitative Revolution; Part II: People and Places, Societies and Spaces; Part III: Explorations in the City; IV: Landscapes of Production; Part V: Regional Geographies and Global Perspectives; Part VI: Politicising The Environment. Contributors: Derek Gregory, Rex Walford, Michael J. Clark, Alan Wilson, R. J. Johnston, John Eyles, Denis Cosgrove, Linda McDowell, Roger Lee, Keith Bassett, John Short, Richard Dennis, Ian Douglas, Doreen Massey, Richard Meegan, John Harriss, Barbara Hariss, Nigel Thrift, Michael Taylor, Peter Taylor, Graham E. Smith, Stuart Cobridge, Judith Rees, Timothy O'Riordan and Bill Mead. (shrink)

The human species is more reliant on cultural adaptation than any other species, but it is unclear how observational learning can give rise to the faithful transmission of cultural adaptations. One possibility is that teaching facilitates accurate social transmission by narrowing the range of inferences that learners make. However, there is wide disagreement about how to define teaching, and how to interpret the empirical evidence for teaching across cultures and species. In this article I argue that (...) disputes about the nature and prevalence of teaching across human societies and nonhuman animals are based on a number of deep-rooted theoretical differences between fields, as well as on important differences in how teaching is defined. To reconcile these disparate bodies of research, I review the three major approaches to the study of teaching – mentalistic, culture-based, and functionalist – and outline the research questions about teaching that each addresses. I then argue for a new, integrated framework that differentiates between teaching types according to the specific adaptive problems that each type solves, and apply this framework to restructure current empirical evidence on teaching in humans and nonhuman animals. This integrative framework generates novel insights, with broad implications for the study of the evolution of teaching, including the roles of cognitive constraints and cooperative dilemmas in how and when teaching evolves. Finally, I propose an explanation for why some types of teaching are uniquely human, and discuss new directions for research motivated by this framework. (shrink)

Drawing on east central European, mainly Hungarian, experience, this paper views—from a different angle—some of the issues raised in international literature in connection with the ethics of applied human geography, and raises new ones. Citing a few examples of various personal, institutional and political economic ‘terrains’ within geography, it intends to underscore the importance of the issue of ‘what kind of geography and what kind of geographers’ in studying the ethics of geographical research. The paper also (...) offers an east central European critical perspective on well‐known issues like relevance, usefulness, values and the relationship between the researcher and research subject and that between the researcher and the client. (shrink)

What is space? And why are questions of space important to social theory? Society, Action and Space is the first English translation of a book which has been widely recognized in Europe as a major contribution to the interface between geography and social theory. Benno Werlen focuses on the issues which are at the heart of the most important debates in human and social geography today. One of the most significant recent developments in social analysis has been (...) the increasing interchange among geographers, sociologists, anthropologists and social philosophers concerning "the spatial." This debate involves the work of Giddens, Foucault, Bourdieu, Lefebvre, Harvey, Gregory, Soja, and many others. From these new developments a whole series of new forms and empirical work, as well as theoretical innovations, have come into being. Spatial considerations are no longer confined to the realm of geography, but are now seen as fundamental to all forms of social theorizing, especially under conditions of late modernity and globalization. Society, Action and Space links discussions in the philosophy of social science with theories of action which have direct relevance to concepts of space. Benno Werlen provides a discussion of Popper's critical rationalism, and connects it to ideas drawn from phenomenology. This epistemological debate is linked with the sociological action theories of Pareto, Weber, Parsons, and Schutz. The book closes with an evaluation of how "the spatial" can be systematically integrated into action theory. Ambitious, original, and persuasive in its arguments, it raises exciting new implications for the study of space and social theory. (shrink)

In 2004, Natalie Lloyd and Jane Mulcock initiated the Australian Animals & Society Study Group, a network of social science, humanities and arts scholars that quickly grew to include more than 100 participants. In July 2005, about 50 participants attended the group's 4-day inaugural conference at the University of Western Australia, Perth. Papers in this issue emerged from the conference. They exemplify the Australian academy's work in the fields of History, Population Health, Sociology, Geography, and English and address (...) strong themes: human-equine relationships; management of native and introduced animals; and relationships with other domestic, nonhuman animals—from cats and dogs to cattle. Human-Animal Studies is an expanding field in Australia. However, many scholars, due to funding and teaching concerns, focus their primary research in different domains. All authors in this issue—excepting one—are new scholars in their respective fields. The papers represent the diversity and innovation of recent Australian research on human-animal interactions. The authors look at both past and present, then anticipate future challenges in building an effective network to expand this field of study in Australia. (shrink)

The raison d’être of the humanities is widely held to reside in its unique ability to generate critical thinking and critical thinkers. But what is “critical thinking?” Is it a generalized mode of...

Bringing human–robot interaction (HRI) into conversation with scholarship from human geography, this paper considers how socially interactive robots become important agents in the production of social space and explores the utility of core geographic concepts of _scale_ and _place_ to critically examine evolving robotic spatialities. The paper grounds this discussion through reflections on a collaborative, interdisciplinary research project studying the development and deployment of interactive museum tour-guiding robots on a North American university campus. The project is a (...) collaboration among geographers, roboticists, a digital artist, and the directors/curators of two museums, and involves experimentation in the development of a tour-guiding robot with a “socially aware navigation system” alongside ongoing critical reflection into the socio-spatial context of human–robot interactions and their future possibilities. The paper reflects on the tensions between logics of control and contingency in robotic spatiality and argues that concepts of scale and place can help reflect on this tension in a productive way while calling attention to a broader range of stakeholders who should be included in robotic design and deployment. (shrink)

Polanyi is widely known for his development of personal knowledge, but he was also keenly inter­ested in what can be called, personal existence. The historical backdrop of reviving, the once dead language of, Egyptian Hieroglyphics provides valuable insights into Polanyi’s critique of objectiv­ism and deciphering a human ontology. From applying physiognostic to telegnostic information to understanding static and dynamic meaning, Polanyi’s philosophy of language and machines provides a wealth of vantage points from which to study who and what (...) we are. (shrink)

One of the areas of study of tafsīr is the stories in the Qur’ān. In the stories of the Qur’ān, generally creation, man, the nature of man and different societies that lived in history are mentioned. Although the main theme in the stories is belief and disbelief, social structures and cultural features are explicitly and indirectly mentioned as well. But the mufassirs approached the stories mainly from the point of view of belief and disbelief. They did not declare an (...) opinion on cultural studies. Positive science applies the culture, science and technology that humanity has, only to the will and labour of man. However, when we look at the sacred texts, humanity has not only realized its development in the field of culture, science and technology, but also evolved by the presence of divine grace as well as the mind. In this evolution, the prophets were given a special task. This study covers the prophets and some inventions and professions attributed to them. The examination of the influence of divine grace and the Prophet’s fatānah (outstanding reasoning power) in the development of culture, science and technology is among the importance of the study. Because when scientific determinations are examined, it is seen that the first cultural events and civil developments occurred in the geography of the Prophets. Again, it can be seen that the explanation of culture and cultural developments with a positivist perspective and an empirical paradigm has some shortcomings. For this reason, the article aims to explain how cultural developments are formed based on sacred information data. In the study, the qualitative method was selected and the document examination technique was applied. Along with cultural activities, the prophets and their works were discussed; classical and modern tafsīr sources, as well as historical books, akhīlik (a guild system) works and futuwwatnāmas (rules and regulations of the guild) were addressed. Man was created by Almighty Allah with different and superior equipment than other beings. He has been taught all names. Names mean having the ability to recognize-classify-name the creature, to reason, to transform the nature and to transfer the culture. The meaning of the verse “he taught him all the names” is to teach the Prophet Adam the knowledge of things and the general knowledge of civilized life. The general knowledge was developed by people and various and different objects were produced; science and technique were constantly developed. Especially the prophets made a great contribution to these scientific and technological developments. Thus, the prophets guided people in the spiritual sphere such as faith, worship and morality, as well as in the scientific and material sphere. Throughout the history, the prophets have shed light on scientific developments directly or indirectly, showing the limits of the level of science that humanity can reach through their miracles. According to Islāmic Sciences, the process of domesticating seeds and taming animals began during the reign of the Prophet Adam. He produced dresses for himself and his wife. As a prophet, a religion and belief system was formed during his time. Along with Prophet Idrīs, more beautiful dresses began to be knitted and sewn, writing with pencil. In the era of Prophet Noah, besides agriculture, art was also developed; sculptures and ships were made. During Prophet Hoad period, there was progress in agriculture as well as urbanization activities, and villages and towns began to form. During the reign of Ṣāleḥ, cities were founded in a serious sense. For this reason, in Prophet Ṣāleḥ’s stories, emphasis is placed on the words dār and diyār, which means house or houses, and in particular the word medīna (city) is used. The inscription, which began to be mentioned with Prophet Idris in Islāmic Sciences, also began to be used in the Qur’ān along with Prophet Abraham/Ibrāhīm, and during the reign of Prophet Moses/Mūsā, it was referred to as the book. During the reign of Prophet Joseph, money was invented and the clock and calendar were used. Again, Islāmic sources also contain the information that Prophet Joseph/Yūsuf invented paper for the first time. During the period of Prophet Shu‘ayb, the knowledge of account, measurement and weighing were developed, and they began to be used extensively in trade. During the reign of Prophet David/Dāwūd, iron was very widely used, and Prophet David, made household items out of iron, as well as war tools and equipment. Prophet Solomon/Sulaymān, on the other hand, expanded the processing of iron further, making it widely in all areas of life. During the reign of Prophet Jesus/ʿĪsā and Luqmān, medicine also made progress; Prophet Jesus developed and treated methods of treatment for crippled patients. Along with Islām, this information has been included and developed in the most detailed way in the Qur’ān, the personality of Prophet Muhammad (PBUH) and the Hadīth. (shrink)

Geoffrey Lloyd engages in a wide-ranging exploration of what we can learn from the study of ancient civilizations that is relevant to fundamental problems, both intellectual and moral, that we still face today. These include, in philosophy of science, the question of the incommensurability of paradigms, the debate between realism and relativism or constructivism, and between correspondence and coherence conceptions of truth. How far is it possible to arrive at an understanding of alien systems of belief? Is it possible (...) to talk meaningfully of 'science' and of its various constituent disciplines, 'astronomy' 'geography' 'anatomy' and so on, in the ancient world? Are logic and its laws universal? Is there one ontology - a single world - to which all attempts at understanding must be considered to be directed? When we encounter apparently very different views of reality, how far can that be put down to a difference in conceptions of what needs explaining, or of what counts as an explanation, or to different preferred modes of reasoning or styles of inquiry? Do the notions of truth and belief represent reliable cross-cultural universals? In another area, what can ancient history teach us about today's social and political problems? Are the discourses of human nature and of human rights universally applicable? What political institutions do we need to help secure equity and justice within nation states and between them? Lloyd sets out to answer all these questions, and to argue that the study of the science and culture of ancient Greece and China provided a precious resource in order to advance a wealth of modern debates. (shrink)

Geoffrey Lloyd engages in a wide-ranging exploration of what we can learn from the study of ancient civilisations that is relevant to fundamental problems, both intellectual and moral, that we still face today. How far is it possible to arrive at an understanding of alien systems of belief? Is it possible to talk meaningfully of 'science' and of its various constituent disciplines, 'astronomy', 'geography', 'anatomy', and so on, in the ancient world? Are logic and its laws universal? Is (...) there one ontology - a single world - to which all attempts at understanding must be considered to be directed? When we encounter apparently very different views of reality, how far can that be put down to a difference in conceptions of what needs explaining, or of what counts as an explanation, or to different preferred modes of reasoning or styles of inquiry? Do the notions of truth and belief represent reliable cross-cultural universals? In another area, what can ancient history teach us about today's social and political problems? Are the discourses of human nature and of human rights universally applicable? What political institutions do we need to help secure equity and justice within nation states and between them? Lloyd sets out to answer all these questions, and to convince us that the science and culture of ancient Greece and China provide precious resources to advance modern debates. (shrink)

Quand tu es seul, debout au milieu de la haute plaine d'Asie,sous la coupole insondable où parfois un piloteou un ange sème dans l'azur une coulée d'amidon;quand tu tressailles sentant ta petitesse,apprends-le: l'espace auquel semble-t-il il ne fautrien, a grandement besoin en réalitéd'un regard extérieur, de distance, de vide.Tu es seid à pouvoir lui rendre ce service.Joseph BrodskyIn the course of this century, a number of authors have asserted that geographic knowledge is useful for the development of programs to parcel (...) out land. Hoping to foster this link between insight and action, applied geography saw the light of day. In order to be genuinely effective, the practice of this kind of planning, so it was thought, needed to rely on the expertise of the geographer who studied forms of human settlement. More fundamentally, the utilitarian claim of applied geography rested on the conviction according to which the spatial organization of human societies brought into play the question of justice and commonweal. As Jean Gottmann wrote, our epoch is particularly sensitive to the fact that everyone, whoever or from wherever they may be, consider themselves “to be entitled to live just as well as all others.” In this way a “popular will” was affirmed “that the necessary measures be taken to envisage, prepare, and provide for an improvement of life's comforts …, for a better life.” Inspired by the “modern idea of planning,” applied geography set itself the goal of “establishing justice […] by a more even distribution of people, of their means of subsistence, [and] of their living standard.”. (shrink)

Education for Total Liberation is a collection of essays from leaders in the field of critical animal pedagogy (CAP). CAP emerges from activist educators teaching critical animal studies and is rooted in critical theory as well as the animal advocacy movement. Critical animal studies (CAS) argues for an interdisciplinary approach to understanding our relationships with nonhuman animals. CAS challenges two specific fields of theory: (1) animal studies, rooted in vivisection and testing on animals in the hard sciences and (2) (...) human-animal studies, which reinforces a socially constructed binary between humans and animals and adopts abstract theoretical approaches. In contrast, CAS takes a progressive and committed approach to scholarship and sees the exploitation of nonhuman animals as interrelated with oppression of humans based on class, gender, race, ability, sexuality, age, and citizenship. CAS promotes the liberation of all animals and challenges all systems of domination. Education for Total Liberation is appropriate for undergraduate and graduate level readers (and beyond) who wish to learn from examples of radical pedagogical projects shaped by CAS and critical pedagogy. Contributing to this collection are Anne C. Bell, Anita de Melo, Carolyn Drew, Amber E. George, Karin Gunnarsson Dinker, Sinem Ketenci, John Lupinacci, Anthony J. Nocella II, Sean Parson, Helena Pedersen, Ian Purdy, Constance L. Russell, J.L. Schatz, Meneka Repka, William E. Shanahan III, and Richard J, White. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Contemplative Studies and the Liberal ArtsAndrew O. FortContemplative Studies—meaning both standard “third-person” study of contemplative traditions in history and various cultures as well as actual “first-person” practice of contemplative exercises as part of coursework—is a new field in academia, and aspects have been controversial in some quarters, seen as not completely compatible with the rigorous “critical inquiry” of liberal arts study. While there are agendas within contemplative (...) studies (CS) that go beyond the traditional questions and issues of liberal education, I want to argue that CS has, for a number of reasons, a place right at the heart of such inquiry. CS can be approached from many disciplines, including psychology, medicine, and neuroscience, as well as literature and visual, fine, and performing arts, but here I will focus on its place in liberal arts generally, and in religious studies specifically.1Given my specific focus, I will skip defining some broad terms frequently used in and beyond CS (such as “religion,” “spirituality,” or “meditation”), but, in view of my topic, I do need to say a few words about what I mean by “contemplation” and “liberal arts.” “Contemplation” refers to ways of knowing and focusing attention, often but certainly not always part of a religious tradition. It includes a wide variety of practices: sitting or walking meditation, various other kinds of “mindfulness” practices, yogic postures, visualizations, silent prayer and group chanting, reflective self-inquiry, observing nature, and many others. “Liberal arts” or “liberal education” has many qualities and purposes, but the ones most relevant here include (1) reflective self-awareness, recognizing and critiquing one’s beliefs and assumptions; (2) respectful and empathetic understanding of others (what I call “mental migration” into other worldviews); (3) understanding that humans are socially and culturally conditioned, existing in and shaped by historical contexts; and (4) learning about various ways of thinking or modes of inquiry.Contemplative studies clearly has the goals of enhancing both self-awareness and “mental migration” into other worldviews, and an expected outcome would be ongoing critical reflection on such learning. CS should and does value the analytic study of contemplative states and traditions: scientifically, historically, culturally, and personally. While few would disagree that scientific inquiry, historical study, and knowledge of sociocultural context are significant when learning about contemplative traditions, [End Page 23] there is more dispute about the value of actual “first-person” contemplative practice, both for scholars and for students in academic courses, either during or outside class. Some of my fellow essayists in this volume and many others have argued eloquently that firsthand personal experience is an important way of illumining these traditions as well as alternative ways of knowing and valuing more generally.I will begin by offering a series of connected reasons why the latter view should resonate for a liberal arts teacher, then raise some issues that focus on the practice of contemplative teaching in the classroom.1. There are a variety of ways of knowing oneself or consciousness and the world, and it is important to investigate these various ways, to better understand human existence. In fact, recognizing that there are different kinds of knowing increases one’s capacity for critical analysis.2. Contemplative reflection is one of the ways people come to know themselves and the world, and come to understand the nature of contemplative practice itself.3. Contemplative inquiry has been important to many people in a large number of cultures, so it should be understood through both external study and direct experience, to gain a more accurate (and “lived”) understanding of others’ worldviews and practices.4. Given this broad and long-standing interest, there are, naturally, diverse contemplative traditions and experiences. We should learn how this variety is understood and explained by practitioners (i.e., their personal significance) as well as by scientists (their observable characteristics). Both kinds of study facilitate “mental migration” into others’ worldviews.5. Those within contemplative traditions have a long history of critical analysis and argument about various introspective states, so we should learn about and attend to both the states and the arguments.6. In evaluating what contemplative thinkers say, it is valuable to attend to what and how we... (shrink)

Although the AAMC requires annual reporting of medical humanities teaching, most literature is based on single-school case reports and studies using information reported on schools’ websites. This study sought to discover what medical humanities is offered in North American allopathic and osteopathic undergraduate medical schools. An 18-question, semi-structured survey was distributed to all 146 member schools of the American Association of Medical Colleges and the American Association of Colleges of Osteopathic Medicine. The survey sought information on required and (...) elective humanities content, hours of humanities instruction, types of disciplines, participation rates, and humanities administrative structure. The survey was completed by 134 schools. 70.8% of schools offered required and 80.6% offered electives in humanities. Global health and writing were the most common disciplines. Schools required 43.9 mean and 30 median hours in humanities. In the first two years, most humanities are integrated into other course work; most electives are offered as stand-alone classes. 50.0% of schools report only 0-25% of students participating in humanities electives. Presence of a certificate, concentration or arts journal increased likelihood of humanities content but decreased mean hours. Schools with a medical humanities MA had a higher number of required humanities hours. Medical humanities content in undergraduate curriculum is lower than is indicated in the AAMC annual report. Schools with a formal structure have a greater humanities presence in the curriculum and are taken by more students. (shrink)

History, Geography and Civics provides an in-depth and engaging introduction to teaching and learning socio-environmental education from F-6 in Australia and New Zealand. It explores the centrality of socio-environmental issues to all aspects of life and education and makes explicit links between pedagogical theories and classroom activities. Part I introduces readers to teaching and learning history, geography and environmental studies, and civics and citizenship, as well as issues in intercultural and global education. Part II explores the (...) use of media and sources, values and attitudes, assessment and creative teaching. Each chapter provides links to the Australian Curriculum, including cross-curriculum priorities: sustainability, Aboriginal and Torres Strait Islander education, and Asia and Australia's engagement with Asia. History, Geography and Civics encourages the reader to consider their own beliefs, values and attitudes in relation to their teaching and includes provocations and reflective questions to foster discussion and engagement. (shrink)

Studying teaching behavior in controlled conditions is difficult. It seems intuitive that a human learner might have trouble reliably recreating response patterns over and over in interaction. A robot would be the perfect tool to study teaching behavior because its actions can be well controlled and described. However, due to the interactive nature of teaching, developing such a robot is not an easy task. As we will show in this review, respective studies require certain robot (...) appearances and behaviors. These mainly should induce teaching behavior in humans, be interactive, match the study design, and be realizable in terms of effort. We discuss how remote controlling of the robot or simulating robot capabilities is used as an option. With this review, we introduce the field of research on studying human teaching behavior with robots as a tool in the experimental design. We will provide a structured overview of existing work, and identify main challenges of employing robots in such studies. (shrink)

Human ecology - the study and practice of relationships between the natural and the social environment - has gained prominence as scholars seek more effectively to engage with pressing global concerns. In the past seventy years most human ecology has skirted the fringes of geography, sociology and biology. This volume pioneers radical new directions. In particular, it explores the power of indigenous and traditional peoples' epistemologies both to critique and to complement insights from modernity and postmodernity.

Bringing Human Rights Education to US Classrooms presents ten research-based human rights projects powerfully implemented in a range of U.S. classrooms, from elementary school through community college and university. In these classrooms, the students--primarily young people of color who have experienced or witnessed human rights abuses such as discrimination and poverty--are exposed for the first time to thinking about their own lives and the world through an empowering human rights lens. Unique in integrating theory and classroom (...) practice, and in addressing human rights issues with special relevance for communities of color in the US, Katz and Spero provide indispensable guidance for those studying and teaching human rights. (shrink)

This article examines the moral, political and pedagogical tensions that are created from the entanglement of patriotism and human rights, and sketches a response to these tensions in the context of critical education. The article begins with a brief review of different forms of patriotism, especially as those relate to human rights, and explains why some of these forms may be morally or politically valuable. Then, it offers a brief overview of human rights critiques, especially from the (...) perspectives of Foucault, critical legal studies and postcolonial theory, and emphasizes that foundationalist perspectives of human rights need to be constantly contested. The next part of the article discusses how to overcome issues of incompatibility between patriotism and human rights. The final part proposes that a ‘rapprochement’ between patriotism and human rights in the context of critical education has to take into consideration that patriotic feelings (as a form of love for one’s country) constitute a particular form of ‘emotional education’. As such, the teaching of both patriotism and human rights would benefit from the notion of ‘critical pedagogies of emotion’ that interrogates the emotional commitments of patriotism and human rights and the consequences of these commitments. (shrink)

Case studies invite students to share in an ethical dilemma and challenge them about their values. Dr Sheldrake is Reader in Modern History at London Guildhall University, Old Castle St., London E1 7NT. A version of his case study appeared in Sarah Vickerstaff , 1992, Human Resource Management in Europe: Text and Cases, London: Chapman & Hall.

Although evidence of teaching behaviour has been identified in some nonhuman species, human teaching appears to be unique in terms of both the breadth of contexts within which it is observed, and in its responsiveness to needs of the learner. Similarly, cultural evolution is observable in other species, but human cultural evolution appears strikingly distinct. This has led to speculation that the evolutionary origins of these capacities may be causally linked. Here we provide an overview of (...) contrasting perspectives on the relationship between teaching and cultural evolution in humans, and briefly review previous research which suggests that cumulative culture can occur without teaching. We then report the results of a novel experimental study in which we investigated how the benefits of teaching may depend on the complexity of the skill to be acquired. Participants were asked to tie knots of varying complexity. In our Teaching condition, opportunities to interact with an experienced partner aided transmission of the most complex knots, but not simpler equivalents, relative to exposure to completed products alone, and also relative to information about the process of completion. We conclude by considering the plausibility of various accounts of the evolutionary relationship between teaching and cultural evolution in humans. (shrink)

The Global Positioning System has been used as an experiential educational tool for nearly twenty years. Innovative educators have expanded the educational use of GPS devices beyond the geocache. This essay uses Leopold’s land ethic as a philosophical framework for relational education, and outlines the practical application of the GPS ecocache. The experiential, place-based ecocache has learners navigate to sites of ecological significance, where they must answer a question or riddle related to this site. We discuss the contradictory nature of (...) using a gadget to connect with the outdoors, and integrate the GPS ecocache with Kolb’s model of experiential education. Ultimately, we hope to cultivate the values of Leopold’s land ethic through the use of a ubiquitously available device, and for learners to engage in relational pedagogy relevant to ecology, geography, environmental ethics, philosophy of science, philosophy of education and other courses concerned with human-nature connection and the nature of space. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 341 if you started asking them questions about possible worlds. But Bradley's contribution is to have given us a painstaking and thorough reading of some extremely tightly wound and important aspects of the Tractatus, to have brought that text into direct contaot with con· temporary issues, and to have made progress toward showing that how· ever remarkable we thought the Tractatus was, it is still more remarkable (...) than that. JOHN CHURCHILL Hendrix College Conway, Arkansas The Human Person: Animal and Spirit. By DAVID BRAINE. Notre Dame, Indiana: University of Notre Dame Press, 1992. Pp. xxv + 555. $32.95 (cloth). Any study in philosophical anthropology that rejects both mate· rialism and dualism, and seeks to set forth a " holistic " alternative, may be met in many quarters with some skepticism today-especially if that alternative seeks to accommodate itself to religious teaching regarding the soul's continued existence after death. For, it will be asked, on the one hand, how can it deny that the esse of the human being ceases at death (538) without affirming some sort of dualism? On the other hand, unless it is some sort of soft-headed New Age philosophy (which this most certainly is not), how can it sustain its claim to "holism" while rejecting the monolithic materialism of those whom Walker Percy once described as our "brain engineers, neuropharmacologists, and chemists of the synapses "? The challenge is " how to produce an account which allows the human person to continue exist· ing after death, and even to have body restored to it, while remaining completely faithful to the insight that it belongs to human nature to be bodily," and, at the same time, to " avoid reerecting the soul into a complete substance" (xix). The peculiar obstacle faced by such a project is the pervasive proclivity towards reductionism in modern accounts of human nature stemming from the impress of both materialism and dualism. Both analyze the human person into an aggregate of parts in certain relations, the behavior of the whole being ·the result of the interactions of these parts. " In all this the materialist has exactly the same picture as the dualist. Indeed, unless the mental can first be represented as inner, logically independent of anything in the ' outer man ' and the ' world,' there is no way in which it can be identified with a brain-process or 342 BOOK REVIEWS state" (3). So whether one thinks of the mind as an independent en· tity (as in dualism), or not (as in materialism), the body is left to be accounted for by the brain engineers and their aggregates of physi· ological, anatomical, neurological, and chemical causes. And since materialism involves no complicating questions about causal interaction between the physical and the mental (as in dualism), it is usually preferred on grounds of its simplicity-all causation being subsumed under the physical. In this ambitious tome, David Braine, a philosopher at the University of Aberdeen, offers a thoroughgoing analysis and critique of such views, whereby he undertakes to overturn these ways of viewing human nature and to offer a holistic alternative. He sets forth a framework for understanding things like perceiving, doing, and speaking as irreducibly the acts of the psychosomatically integrated beings to which we normally attribute them-an understanding that conforms to the ordinary experience of such acts in ourselves and in others. He seeks to expose how materialist arguments repeat the mistakes of the dualists by reducing human beings (and other animals) to their aggregate parts, segmented sequences, and their interrelations. He takes issue with the arguments of recent analytical philosophers (such as Davidson and Dummett) in detail, and sets forth a holistic alternative-both with re· spect to the human person as " animal" and as " spirit." As to the human as "animal," Braine notes, accordingly, that "it is the bodily animal being as such, not just its mind, which is an ' I ', a ' he or she ', a focalized subject in relation to the world. The primary reason why human behaviour cannot be simulated by a computer does not lie in things special to human beings, but in the fact that this fo. calized psychophysical structure which they share with the... (shrink)

This article explores human genetic diversity research east of what was the iron curtain. It follows the technique of “genogeographic mapping” back to its early Soviet origins and up to the post-Soviet era. Bringing together the history of genogeographic mapping and genealogies of “nationality” and “race” in the USSR, I discuss how populations and belonging were enacted in late Soviet biological anthropology and human genetics. While genogeography had originally been developed within the early Soviet livestock economy, anthropologists, public (...) health scientists, and medical geneticists reanimated the technique in the late 1960s after the end of the Lysenko era and its ban on classical genetics. In the 1970s, population geneticists pursued a project to compile all genetic data on the USSR population, resulting in a “genogeographic atlas,” consisting of series of tables as well as maps projecting genetic markers onto geographic grids. Following the post-Soviet trajectories of these maps, I examine the ways in which human genetic diversity studies realign with renegotiations of difference in today’s Russian Federation. The exploration of the Soviet case of human genetic diversity research contributes to our understanding of the varied ways in which racializing discourses were entangled in the project of modernization. (shrink)

What do houses do to the people who live with them? In what sense are houses themselves living things? If they live and act, how to conceive of the relationship between built and natural landscapes, and between environment and life more broadly? This article considers three moments at which human geographers have attempted to answer these questions without submitting to visions of environmental causation and constraint favoured by determinists, who dominated the discipline into the early 20th century. The article (...) begins with the work of Carl Sauer, by 1925 the major American figure refuting environmental determinism at a theoretical level and recommending the study of housing as an articulate transcript of human action. It then looks back to the American writings of Friedrich Ratzel, one of several German scholars Sauer canonized, to illuminate a more vitalistic ontology of domestic architecture, and an urbanism, untapped by Sauer when filing his dissent. It then looks ahead to mid-century studies of vernacular architecture – by those of Sauer’s students friendlier to urban life than he was, and by the critic and publisher J. B. Jackson – to assess how this inheritance informed critiques of industrial modernity in the post-war United States. The article observes certain continuities, despite manifest tensions, between ‘old’ and ‘new’ cultural geographies. It also routes a long-standing set of debates concerning the relationship of materiality to meaning – and of spatial to social form – through the case of human geography, a peculiar interstice in the broader constellation of disciplines. (shrink)

This is the first source-book for this cross-disciplinary area. It takes students through a wide range of readings from philosophy, politics, and sociology, to human geography, international relations, and feminist studies. Bringing together statements from leading twentieth-century thinkers such as Derrida, Lyotard, Baudrillard, and Laclau and Mouffe, and with the editor's substantial introduction, this is an ideal teaching text, inspiring debate about the future of Marxism as a cultural theory.

Books Reviewed in this Article: Introduction to the Critical Study of the Text of the Hebrew Bible. By J. Weingreen. Pp.vii, 103, Oxford, Clarendon Press; New York, Oxford University Press, 1982, £5.50. The Archaeology of the Land of Israel. By Yohanan Aharoni. Pp.xx, 344, Philadelphia, The Westminster Press, 1982, $27.50, $18.95 ; London, SCM Press, 1982, £12.50. A Commentary on the Gospel of Mark. By Terence J. Keegan. Pp.183, New York, Paulist Press, and Leominster, Fowler Wright Books, 1981, £4.45. (...) The Panorama of Luke: An Introduction to the Gospel of Luke and the Acts of the Apostles. By Neil Richardson. Pp.116, London, Epworth Press, 1982, £3.95. The Synoptic Gospels: An Introduction. By Keith F. Nickle. Pp.119, London SCM Press, 1982, £5.50. What is a Gospel? By Nicholas King. Pp.132, Leigh‐on‐Sea, Kevin Mayhew, 1982, £3.00. The Women Around Jesus: Reflections on Authentic Personhood. By Elisabeth Moltmann‐Wendel, translated by J. Bowden. Pp.xii, 148, London, SCM Press, 1982, £3.95. Paul and Paulinism: Essays in honour of C.K. Barrett. Edited by M.D. Hooker and S.G. Wilson. Pp.xxvii, 404, London, SPCK, 1982, £25.00. Divine Revelation and the Limits of Historical Criticism. By William J. Abraham. Pp.222, Oxford, Oxford University Press, 1982, £15.00. The Social Teaching of Vatican II. By Rodger Charles with Drostan Maclaren. Pp.xxvi, 569, San Francisco, Ignatius Press; Oxford, Plater Publications, 1982, £12.75. Option for the Poor: A Hundred Years of Vatican Social Teaching. By Donal Dorr. Pp.viii, 328, New York, Orbis Books; Dublin, Gill & Macmillan, 1983, £7.95. The Kindness that Kills. Edited by Digby Anderson. Pp.xii, 170, London SPCK, 1984, £3.95. Communism in the Bible. By José Porfiro Miranda. Pp.x, 86, London, SCM Press Ltd. 1982, £3.50. Why I am still a Catholic. Edited by Robert Nowell. Pp.157, London, Collins, 1982, £4.95. Does God Answer Prayer? By Peter Baelz. Pp.55, London, Darton, Longman and Todd, 1982, £1.95. A Cry for Mercy. By Henri J.M. Nouwen. Pp.175, Dublin, Gill and Macmillan, 1982, £3.50. The Living Reminder. By Henri J.M. Nouwen. Pp.80, Dublin, Gill and Macmillan, 1982, £2.95. Making All Things New. By Henri J.M. Nouwen. Pp.95, Dublin, Gill and Macmillan, 1982. £2.95. Picturing God. By Norman Pittenger. Pp.x, 147, London, SCM Press, 1982, £4.50. Christotherapy II, The Fasting and Feasting Heart. By Bernard J. Tyrrell. Pp.xiii, 337, New York, Paulist Press, 1982, £6.70. With Respect: A Doctor's Response to a Healing Pope. By Frank Lake. Pp.xxiii, 327, London, Darton, Longman and Todd, 1982, £6.95. Euthanasia and Clinical Practice: Trends, Principles and Alternatives: The Report of a Working Party. Pp.viii, 88, London, The Linacre Centre, 1982, £2.75. Essays in Religion and Morality. By William James. Pp.xxviii, 345, Cambridge, Harvard University Press, 1982, £17.50. Freud and Jung: Conflicts of Interpretation. By Robert Steele. Pp.vii, 390, London, Routledge and Kegan Paul, 1982, £14.95. Archetype: A Natural History of the Self. By Anthony Stevens. Pp.xi, 324, London, Routledge and Kegan Paul, 1982, £12.50. The Seeing Eye: Hermeneutical Phenomenology in the Study of Religion. By Walter L. Brenneman Jr. and Stanley O. Yarian, in association with Alan M. Olson. Pp.xii, 177, University Park and London, The Pennsylvania State University Press, 1982, £8.10. Contemporary Philosophy of Religion. Edited by S.M. Cahn and D. Schatz. Pp.x, 310, Oxford University Press, 1982, £6.95. Beyond Empiricism: Philosophy of Science in Sociology. By Andrew Tudor. Pp.xii, 213, London, Routledge & Kegan Paul, 1982, £4.95. Philosophy and Human Geography: An Introduction to Contemporary Approaches. By R.J. Johnston. Pp.viii, 152, London, Edward Arnold, 1982, £5.50. The Literate Revolution in Greece and its Cultural Consequences. By Eric A. Havelock. pp.viii, 362, Princeton, Princeton University Press, 1982, £17.70, £6.30. The Philosophy of Robert Grosseteste. By James McEvoy. Pp.xviii, 560, Oxford, Clarendon Press, 1982, £35.00. Kant's Life and Thought. By Ernst Cassirer, translated by James Haden, introduction by Stephan Körner. Pp.xxiii, 429, New Haven, Yale University Press, 1981, £17.50. Kant's Theory of Form: An Essay on the Critique of Pure Reason. By Robert B. Pippin. Pp.xii, 247, New Haven and London, Yale University Press, 1982, £16.50. The Basic Problems of Phenomenology. By Martin Heidegger, translated by Albert Hofstadter. Pp.xxxi, 396, Bloomington, Indiana, Indiana University Press, 1982, £16.50. In the Active Voice By Mary Douglas. Pp.xi, 306, London, Routledge and Kegan Paul, 1982, £9.75. Structural Sociology. Edited by Ino Rossi. Pp.xiv, 363, New York, Columbia University Presss, 1982, £45.50. A Vanquished Hope: The Movement for Church Renewal in Russia, 1905–1906. By J.W. Cunningham. Pp.384, Crestwood, St Vladimir's Seminary Press, 1981, £7.95. Christians in Ulster 1968–1980. By Eric Gallagher and Stanley Worrall. P.241, Oxford University Press, 1982, £10.00. Scotland and the Papacy. By John Cooney. Pp.126, Edinburgh, Paul Harris, 1982, £8.95, £4.95. Scotia Pontificia. Edited by Robert Somerville. Pp.xiii, 177, Oxford, Clarendon Press: Oxford University Press, 1982, £25.00. (shrink)

The study of space and place is unquestionably becoming an important research focus in the humanities and social sciences. And while there is an expanding body of theoretical work on the importance of these concepts in various disciplines, less attention has been paid to how spatial ideas and approaches can actually be deployed to understand the societies, cultures, and mentalities of the past. In this volume, leading experts explore the uses of space in two respects: how spatial concepts can (...) be employed by or applied to the study of history, and how spaces and spatial ideas were used for practical and ideological purposes in specific periods. Together, the contributors represent a comprehensive range of disciplines concerned with space and history, including archaeology, social history, intellectual history, imperial history, geography, and cartography, allowing for an unusually broad variety of case studies and perspectives"--Provided by publisher. (shrink)

At present, educational discourses on innovative methodologies make up an enthusiastic panorama that is not exempt from criticism. The aim of this paper is to understand the real possibilities of success for new methodological proposals in a case study focused on the Geography and History classes of a teacher–researcher. The results obtained allow us to identify a central category of analysis, “methodological ineffectiveness”, and two subcategories, “methodological supply” and “methodological demand”. This confirms the importance of exploring the impact (...) of new methodologies based on the factors and voices specific to each educational context. (shrink)

This quantitative study of 3557 high school teachers from 44 states assesses the implications of the social studies teacher-coach. The study compares social studies teacher-coaches and non-coaches in terms of teacher demographics and school contexts, disciplines taught, and instructional preferences. Substantial differences between coaches and non-coaches were found across gender, community type, and teaching experiences. Teacher-coaches disproportionately taught general classes such as government, Economics, and Geography, while non-coaches are more likely to teach Advanced Placement courses. Finally, (...) self-report data measuring teacher's instructional preferences indicates that teacher-coaches were more likely to indicate implementation of lectures, textbooks, worksheets, and videos, while non-coaches were more likely to indicate preference for examining photographs, artifacts, or primary materials. (shrink)

A case-study, small-group-discussion (“focal problem”) exercise in the history of medicine was designed, piloted, and evaluated in an overseas course and an on-campus elective course for medical students. Results suggest that this is a feasible approach to teaching history of medicine which can overcome some of the problems often encountered in teaching this subject in the medical curriculum.

In this book, Canadian scholar David Geoffrey Smith reflects on over thirty years of research and teaching in the human sciences, including education. Written between 1986 and 2018, the essays are organized around three themes: Hermeneutics and the Human Sciences; The Poststructuralist Turn; Globalization and Its Discontents; East/West Encounters and the Search for Wisdom. As a historical guide through the defining discourses in the human sciences, this volume could well serve as an introductory text for graduate (...) students in education and other cognate disciplines like nursing, recreation and cultural studies. The writing can be described as a form of meditative praxis, while the emphasis on interculturality addresses issues in literacy, pedagogy, politics, critical thinking, teacher education, and cultural healing from a geopolitical perspective, drawing on insights from both Western and Eastern traditions and the author's personal experience of being born in China and raised in Central Africa (Northern Rhodesia/Zambia). (shrink)

In this essay, the directors of an NEH Institute on “Medicine, Literature, and Culture” consider the lessons they learned by bringing humanities scholars to a teaching hospital for a month-long institute that mingled seminar discussions, outside speakers and clinical observations. In an exchange of letters, they discuss the productive tensions inherent in approaching medicine from multiple perspectives, and they argue the case for a broader conception of medical humanities that incorporates the methodologies of cultural studies.

In lieu of an abstract, here is a brief excerpt of the content:Response to Deborah Bradley, “Oh that Magic Feeling! Multicultural Human Subjectivity, Community, and Fascism’s Footprints”Marja HeimonenDeborah Bradley has written a most interesting paper that is concerned with anti-racism pedagogy and significant musical moments. Her study has a moral and an ethical dimension; the style of writing is fresh and honest, and she is deeply involved in her important theme. In addition, she is able to explore both (...) sides of the same coin: how music education may support not only anti-racism but also fascism.The approach might be characterized as socially and politically oriented philosophical research. I think that it is most important to shed light on philosophical and theoretical concepts and make them clearer through practical examples, and this is how Bradley explores her research subject. The theories and concepts she uses, such as the concept “multicultural human subjectivity,” are clarified not only by theoretical exploration but also through the personal experiences of human beings particularly interviews of choir members.A more coherent structure, and a focus on a theme, might have helped the writer to go deeper in her research subject, but in that case, the paper would have very probably lost its mission for music educators: the promotion of anti-racism as part of critical pedagogy, not only theoretically but also in practice. Moreover, the structure of the paper and its philosophical argumentation might have been clearer if the writer had focused just on the first theme in her paper: the positive effects of music education, especially a world choir music curriculum, argued to promote both self-understanding (connected with identity) and tolerance between different kinds of human beings. But, the writer also decided to explain [End Page 85] the darker side of the same phenomenon, music and music education used for questionable instrumental purposes and ideologies; for promoting fascism, for instance.I think that this turning point is indeed fascinating and it sheds light on the multiple functions of music education in our societies. Music and education in Nazi Germany is taken as an example, but it is not only the specific historical circumstances, the Third Reich, that demonstrates these problems: “freedom” and “democracy” can be interpreted in various ways, and creating “better people” may refer to different kinds of educational aims also in our multicultural world of today. What should music educators do? Should music education be separated from all kinds of social aspects related to moral and ethical education?Bradley raises questions rather than gives answers, which is as valuable as aiming at finding one right answer (that may not exist). Of course, music’s autonomy could be one basis for music education: the aim of music educators could be to teach children to analyze musical structures and to understand musical works cognitively. A Kantian view of pure art, aesthetic experience, morality and beauty, or excellence as the aim of artistic activity might also be taken as an aim in music education. Following these views, the choir director should rather train the choir members to sing purely in rhythm than to concentrate on authentic emotions, promoting their growing into morally conscious and ethically responsible human beings. Philosophically, the debate between an aesthetic approach and a more pragmatic (praxial) one might be found behind the questions addressed in this paper,1 although Bradley rather refers to the German philosopher Theodor W. Adorno’s ideas on music education.Adorno, who lived in the shadow of Hitler’s Germany and Stalin’s Russia, is a multidimensional sociologist, musician, composer, musicologist, and philosopher, whose works have been interpreted in various ways: actually, he not only defends music’s autonomy, but simultaneously argues that the ideal of music’s self-containment is just an illusory projection (of a bourgeois subject). In other words, his dialectical method aims at keeping opposing views together, and his ideas—rooted in critical social theory—have become a source for new critical musicology.2 Adorno was not a music educator or a pedagogue in instrumental or vocal music, and his view of teaching contemporary music for children could, in my view, be regarded almost as questionable as the German views he criticized as fascist: the aim to educate amateur musicians... (shrink)