Food in Ancient Judah: Domestic Cooking in the Time of the Hebrew Bible. By Cynthia Shafer-Elliott. Bible World. Sheffield: Equinox Publishing, 2013. Pp. xiii + 239, illus. $99.95.

For most of the vast span of human history, economic growth was all but nonexistent. Then, about two centuries ago, some nations began to emerge from this epoch of economic stagnation, experiencing sustained economic growth that led to significant increases in standards of living and profoundly altered the level and distribution of wealth, population, education, and health across the globe. The question ever since has been--why? This is the first book to put forward a unified theory of economic growth that (...) accounts for the entire growth process, from the dawn of civilization to today. Oded Galor, who founded the field of unified growth theory, identifies the historical and prehistorical forces behind the differential transition timing from stagnation to growth and the emergence of income disparity around the world. Galor shows how the interaction between technological progress and population ultimately raised the importance of education in coping with the rapidly changing technological environment, brought about significant reduction in fertility rates, and enabled some economies to devote greater resources toward a steady increase in per capita income, paving the way for sustained economic growth. Presents a unified theory of economic growth from the dawn of civilization to today Explains the worldwide disparities in living standards and population we see today Provides a comprehensive overview of the three phases of the development process Analyzes the Malthusian theory and its empirical support Examines theories of demographic transition and their empirical significance Explores the interaction between economic development and human evolution. (shrink)

Are human beings antithetical in nature? Is there a radical difference between pleasure, efficiency, and moral good, or is the conflict only imaginary? These have traditionally been considered the central questions of Plato's most vivid dialogue, the Protagoras. Many interpreters have seen this dialogue as a confrontation between the moralist and the relativist . This dichotomy is manifest when Plato and Protagoras discuss theoretical questions concerning either knowledge of facts or knowledge of values. Through a careful examination of the text, (...) specifically of practical questions about values, Oded Balaban breaks with tradition by concluding that Plato and Protagoras do not exemplify characteristic moralism or relativism at all. He finds that the issue at the crux of the discussion is instead that of the criterion for knowledge and valuation; the Protagoras thus describes the search for a standard by which anything may be known and valued. Balaban applies the fundamental question of standards to that of the entire field of rhetoric: Should a discourse be short or long, simple or complex? What is the standard for conducting literary criticism? The author's revolutionary approach to the Protagoras also involves a study of the myth of Protagoras and situates the dialogue within its framework. (shrink)

In this article I wish to defend hope by arguing that it is a child-like predisposition and that its strength and uniqueness stem exactly from its naïve, infantilizing character. To discuss the concepts of hope and of childhood and the relationship between them, I read in Kazuo Ishiguro’s latest book – Klara and the Sun (2021), using Lyotard’s concepts of the inhuman, development, and infancy (1991, 1998). I argue for an alternative approach to childhood, in which it is not viewed (...) merely as a basic developmental phase or as a lack in maturity but as an irreducible and potent element in human life, further showing that when understood as an event, childhood can be a strong basis for hope, and as such should be recognized by educators. (shrink)

This paper seeks to exhibit and explain, by way of comparison, two ideal kinds of knowledge: knowledge based on classifications according to genera and species, as in Aristotelianism and common sense, and scientific knowledge based on the application of laws of nature. I will proceed by attempting (1) to determine the role that presuppositions play in knowledge in general by means of the distinction between content and form; (2) to describe and explain the main features of both ideal forms of (...) knowledge; and, finally, (3) to analyze the relation between these two forms of knowledge as it is presented in Eddington's celebrated discussion of the “two tables”. I will be critical of the widespread view that modern science is the correct form of knowledge, and that common sense is merely an illusion. (shrink)

In the History of Philosophy, the atomistic physics of Epicurus and of Democritus have been considered as very similar.1 Con trary to the more conventional view, Marx considers this similarity.

How do altruistic links affect allocative behavior and wellbeing? Can the processes of transmission and probable acquisition of parental traits result in a stable equilibrium where all agents are altruists? Why do children furnish their parents with attention and care? Does the timing of the intergenerational transfer of the family's productive asset affect the recipient's incentive to acquire human capital? Why do migrants remit? Altruism and Beyond provides answers to these and related questions. In addition, it traces some of the (...) market repercussions of the intrafamilial, intergenerational, and intragroup transfers and exchanges that it models. (shrink)

Over the last 20 years, there has been an increase in philosophical inquiries of hope both in philosophy of mind and of virtue as well as in the philosophy of education. This paper wishes to add to this discussion by presenting the analysis of hope by French existentialist philosopher and theologian Gabriel Marcel and examining its possible contribution to educational practices and beliefs. As one of the very few modern, systematic accounts of hope, Marcel’s provocative conception of it and his (...) critique of its common “technical” use could prove promising when applied to educational theory and practice. Following Marcel, I argue that in hope we find a complex and possibly contradictory view of the future: as a result of planning and technical problem-solving on one hand, and on the other, as an inclination towards the mysterious and radically unexpected. I suggest that maintaining educational hope within the tension between the planned and the unexpected, and specifically rejecting a complete disenchantment of the educational act, could help in securing education from being reduced to instrumental training and socializing, opening it up to new and unimaginable possibilities. (shrink)

How can we explain the rational diminution of backward-looking emotions without resorting to pragmatic or wrong kind of reason explanations? That is to say, how can the diminution of these emotions not only be rational but fitting? In this paper, I offer an answer to this question by considering the case of anger. In Sect. 1, I examine Pamela Hieronymi’s account of forgiveness as the rational resolution of resentment. I argue that Hieronymi’s account rests on an assumption about the rationality (...) of emotions —namely, that a rational change in emotion entails a change in the fact that constitutes the reason for the emotion. Then, in Sect. 2, I consider Agnes Callard’s recent criticism of accounts like Hieronymi’s as well as Callard’s alternative account of the rational resolution of anger. I argue that Callard offers a promising account but fails to explain how it avoids the criticism she levels against Hieronymi and others. Finally, in Sect. 3, I reject Hieronymi’s assumption and argue that an emotion can cease to be fitting without any change in the fact that constitutes the reason for it. I also explain how my proposal can complement Callard’s account of the rational dissipation of anger. My discussion of anger leads to a solution to the general problem about backward-looking emotions: a fitting backward-looking emotion can fittingly diminish when it is part of a process that is itself a fitting response to the past occurrence. (shrink)

Sébastien Le Clerc (1637–1714) was the most renowned engraver of Louis XIV's France. For the history of scientific publishing, however, Le Clerc represents a telling paradox. Even though he followed a traditional route based on classic artisanal training, he also published extensively on scientific topics such as cosmology and mathematics. While contemporary scholarship usually stresses the importance of artisanal writing as a direct expression of artisanal experience and know-how, Le Clerc's publications, and specifically the work on cosmology in hisSystème du (...) monde(1706–1708), go far beyond this. By reconstructing the debate between Le Clerc and the professor Mallemant de Messange on the authorship of this ‘system of the world’, this article argues that Le Clerc's involvement in publishing ventures shaped his identity both as an artisan and as a scientific author. Whereas the Scientific Revolution supposedly heralded a change from the world of ‘more or less’ to the ‘world of precision’, this article shows how an artisan could be more ‘precise’ than the learned scholar whose claims he disputed, and points to the importance of the literary field as a useful lens for observing the careers of early modern scientific practitioners. (shrink)

All the paradoxes in the Engberg-Pedersen interpretation and all the present-day discussions about whether energeia is an activity or a state, are not, in my opinion, the result of a defective reading of Aristotle but, rather, the influence of the prevailing values of our industrial society. These values - held, as it seems, by these commentators - are conspicuously teleological: they prevent us from grasping the qualitative difference between praxis and poesis and between energeia and kinesis. Indeed, since these teleological (...) values do not take this difference into account, the commentators only ask, when Aristotle distinguishes between praxis and poesis, how much time praxis takes, or if it takes time at all, which is totally irrelevant. Duration in time is incompatible with praxis, not because praxis does not take time nor because it is a state, but because duration in time relates only to purposeful thinking and productive activity, which praxis is not. Commentators fail therefore to analyze successfully the meaning of the expression “actions in which the end (telos) inheres.” It is not clear to them what is meant by activities that are ends in themselves. Failing to grasp this fact, they resort to analysing the temporality of the activity, which is irrelevant to it.Time is a measure of efficiency, and therefore relevant in poesis which is concerned with achievement. The relation of poesis to time is an inverse one: the shorter the time taken for an activity the better the poesis.In ancient-Greek consciousness a valuable activity was that which was undertaken for its own sake and therefore without concern for the amount of time employed in its performance; whereas an action taken as a means to an end was regarded as immoral. In modern society, on the other hand, utilitarian values tend to make it almost incomprehensible that something should be done for its own sake: every human action is evaluated by its result, and when the focus is on the result the criteria of efficiency and utility are obviously relevant. The Greeks valued praxis more than poesis, whereas our culture values poesis and techne more than praxis. The understanding of Aristotle's concept of praxis is useful therefore not only in order to understand ancient-Greek culture, but also to understand better our own presuppositions. (shrink)

Journal of Philosophy of Education, EarlyView.

The aim of craft-analogies in Plato's early dialogues is to put forward a theory of knowledge in which only the content of intentional processes can be known. I will argue that, with this goal in mind, Plato offers an idea of craft that differs from, and is even opposed to the views of his time, as well as to those of our own day, by changing the prevailing definition of craft—from the expertise of means to the expertise of ends. I (...) will address the far-reaching consequences of this shift. Part 1 will expose what I understand by Plato's approach to craft. Part 2 will expose Plato's denial of the actual existence of the process of knowledge reducing it to its object or reference. Part 3 will address what I think are misinterpretations of Plato approach. Part 4 will present some textual evidence. And in Part 5 I will analyse Plato's shuttle-analogy, the more sophisticated of his craft-analogies. Finally, I will append a critical note on Terence Irwin's understanding of virtue as craft-knowledge. (shrink)

HEGEL says that "when enquiry is made as to the kind of predicate belonging to [a] subject, the act of judgement necessarily implies an underlying concept [Begriff]; but this concept is expressed only by the predicate." According to this, some concept of the subject must precede predication. This circularity can be formulated as follows: If the statement is the "factory" in which concepts are produced, how is it that the concepts precede the statement and are not merely produced within it (...) in their function as subjects? And, on the other hand, if the subject is not, prior to predication, a concept--if it has by itself no meaning--how can a predicate be matched to it? There would, in fact, be nothing to match. We are caught in a circular thesis that requires for its elucidation a fresh analysis of the relationship between concept and statement. (shrink)

THE aim of this paper is to explain a paradox in Plato's philosophy. On the one hand, Plato reduces virtue to knowledge; on the other, he rejects the possibility of knowledge or at least has serious doubts that it exists. I shall propose in this paper that the definition of virtue as knowledge is a logical outcome of Plato's denial of the particular aspect of knowledge as cognitive relation. This paper may also be considered as an attempt to resolve the (...) Hintikka‐Santas polemic about whether there is a difference in Plato's philosophy between the function of knowledge and its object. ([3], [6] pp. 1–71). The first part of this paper consists in a critical exposition of Plato's rejection of cognitive relation as a function of knowledge. The second part is devoted to an account of Plato's assumptions in this regard. In the third section of the paper I shall show how, on the basis of these assumptions, Plato reduces virtue to knowledge. And finally, in the last section of the essay, I shall compare my interpretation of this issue with other modern interpretations, especially those of Gerasimos Santas and Jaakko Hintikka. (shrink)

The Straniak Philosophy Prize 1995 awarded by the Hermann and Marianne Straniak Foundation Sarnen/Switzerland This book explores Eastern and Western ideas of freedom and reveals the essential differences, as well as similarities, between Eastern and Western cultural values. Inspired by an ancient Greek myth recounted by Protagoras, the authors suggest that three important values tend to motivate human activity: achieving pleasure, achieving results, and obeying moral law. Then, drawing on intellectual sources ranging from traditional Hinduism to modern existentialism, the authors (...) proceed to show how these values - pleasure, efficiency, and morality - determine the idea of freedom as it appears in various philosophical systems of East and West. In the course of their analysis, the idea of freedom is itself emancipated from the usual kinds of cultural boundaries that have so often limited both its usefulness and its timeliness. (shrink)

_ Source: _Volume 24, Issue 1, pp 1 - 30 Naḥmanides’ commentary on the Torah, in which he combined literal, midrashic, and kabbalistic comments side by side, is one of the best known and most influential exegetical works of the Middle Ages. This article concentrates on the esoteric exegesis in this commentary and argues that Naḥmanides’ kabbalistic interpretation employs two types of exegesis—_perush_ and _remez_—each of which represents a separate hermeneutic approach and thus a different reading of the biblical text. (...) Focusing on the innovative and less familiar _remez_ approach, the article describes its essence, characteristics, and the historical context of its emergence. (shrink)

This article explores the ascetic tendencies of Naḥmanides as reflected in his oeuvre as a whole, including his halakhic, kabbalistic, exegetical, and philosophical output. A close examination of Naḥmanides’s kabbalistic commentary to a talmudic sugiya concerning the differences between oaths and vows uncovers the austere and ascetic ethos in his teaching and its central place in his religious world. This perspective is linked to the nature of human beings and the human soul, the relationship between body and psyche, the meaning (...) of life and the overcoming of death, and the status of the Torah and the connection between observance of the commandments and the voluntary hasidic ethos. (shrink)

Commentators do not take Socrates’ theses in the Hippias Minor seriously. They believe it is an aporetic dialogue and even that Socrates does not mean what he says. Hence they are unable to understand the presuppositions behind Socrates’ two interconnected theses: that those who do wrong and lie voluntarily are better than those who do wrong unintentionally, and that no one does wrong and lies voluntarily. Arguing that liars are better than the unenlightened, Socrates concludes that there are no liars. (...) Instead, there are only those who know and those who don’t. The unenlightened cannot lie, and alien volitions, desires, or emotions are unlikely to mislead and deceive those who know, i. e., the wise. Why, then, is a thinker like Socrates ready to defy the experience and moral convictions of his contemporaries and even our own to such an extent? (shrink)

In the Physics, Aristotle defines motion as 'the actuality of what is potentially, qua potential' (Phys. 201b5). This definition has been interpreted countless times and has been the subject of heated controvery. At issue today is whether ὲντελέχεια refers to motions as a process or a state. Accordingly, if the idea of ὲντελέχεια is believed to refer to a process, it is translated to mean actualization. If on the other hand it is taken to refer to a state, it is (...) translated as meaning actuality. In the first instance, known as the 'state-view', a change is defined as being the state of a changing object when it is actually potentially F, for some F. In the second, or 'process-view', a change is defined as the actualization of a potentially. It seems to me that both views mistakenly assume that Aristotle succeeded in defining motion as motion. As a consequence, the discussion has focused on a presumed content that the definition does not offer. Indeed, were it the case that Aristotle's definition was adequate, there would hardly be any point in even considering the question of whether he had intended to regard motion as being a state or a process. In this paper I examine both of these views and offer an alternative interpretation of my own that differs markedly from either. Additionally, I shall show that just as Aristotle's definition represents a projection of his particular attitude toward nature - so also recent interpretations of his definition represent a projection of the attitudes of modern thinker's toward Aristotle's philosophy. (shrink)