This book is a collection of secondary essays on America's most important philosophic thinkers—statesmen, judges, writers, educators, and activists—from the colonial period to the present. Each essay is a comprehensive introduction to the thought of a noted American on the fundamental meaning of the American regime.

Scholars have long been captivated by the parallels between birdsong and human speech and language. In this book, leading scholars draw on the latest research to explore what birdsong can tell us about the biology of human speech and language and the consequences for evolutionary biology. They examine the cognitive and neural similarities between birdsong learning and speech and language acquisition, considering vocal imitation, auditory learning, an early vocalization phase, the structural properties of birdsong and human language, and the striking (...) similarities between the neural organization of learning and vocal production in birdsong and human speech. After outlining the basic issues involved in the study of both language and evolution, the contributors compare birdsong and language in terms of acquisition, recursion, and core structural properties, and then examine the neurobiology of song and speech, genomic factors, and the emergence and evolution of language. Contributors: Hermann Ackermann, Gabriël J.L. Beckers, Robert C. Berwick, Johan J. Bolhuis, Noam Chomsky, Frank Eisner, Martin Everaert, Michale S. Fee, Olga Fehér, Simon E. Fisher, W. Tecumseh Fitch, Jonathan B. Fritz, Sharon M.H. Gobes, Riny Huijbregts, Eric Jarvis, Robert Lachlan, Ann Law, Michael A. Long, Gary F. Marcus, Carolyn McGettigan, Daniel Mietchen, Richard Mooney, Sanne Moorman, Kazuo Okanoya, Christophe Pallier, Irene M. Pepperberg, Jonathan F. Prather, Franck Ramus, Eric Reuland, Constance Scharff, Sophie K. Scott, Neil Smith, Ofer Tchernichovski, Carel ten Cate, Christopher K. Thompson, Frank Wijnen, Moira Yip, Wolfram Ziegler, Willem Zuidema. (shrink)

We present 8 articles about the antropology of 7 philosophers of the XX century (Husserl, Gadamer, Pareyson, Fabro, Pieper, De Lubac and Mouroux), and the doctors who have writen these articles (respectively, J.J. Borobia, F. F. Labastida, P. Blanco, L. Romera, J. J. Franck, J.M. Galván and J. Alonso).

L'influence decisive de Christian Wolff sur la pensee du XVIIIe siecle ne saurait plus etre mise en question aujourd'hui. Toutefois, les commentateurs ont longtemps pris a la lettre la critique kantienne du wolffianisme, assimilant la doctrine de Wolff a celle de ses disciples et mettant l'accent presque exclusivement sur la rupture accomplie par l'oeuvre de Kant. Cela a contribue a sous-estimer le role considerable joue par Wolff dans la constitution du criticisme. Les etudes rassemblees dans ce volume se proposent d'interroger (...) les multiples formes sous lesquelles la conception wolffienne a determine le Denkweg kantien et de preciser comment la philosophie de Kant s'articule a celle de Wolff. Ni simple opposition, ni continuite sans heurt, le rapport de Kant a Wolff est complexe et passionnant, et demande, aujourd'hui encore, des analyses prenant en compte l'ensemble des disciplines philosophiques. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Eclecticism and the Technologies of Discernment in Pietist PedagogyKelly J. WhitmerWhile the Franckesche Stiftungen (the Francke Foundations) of Halle/Saale are perhaps best known today as the institutional centre of German Pietism, throughout much of the eighteenth century they were widely regarded as a pedagogically innovative Schulstadt (or city of schools). The founder of this Schulstadt, August Hermann Francke (1663–1727), was many things to many people: Pietist, radical Lutheran, theologian, (...) pedagogue, professor of Greek and Oriental languages, preacher, member of the Berlin Academy of Sciences and proponent of a Protestant mission. Like most participants in what was initially a grassroots movement oriented around the personality of Philipp Jakob Spener (1635–1705), a minister active in Frankfurt am Main around 1670 who sought to breathe new life into the Lutheran church,2 Francke rarely referred to himself as a Pietist. From his post at the University of Halle (founded in 1694), this Spenerian prote´gé set out to create a new "universal seminar" that would make the assimilation of many diverse points of view, identities, and competing strands of knowledge its [End Page 545] defining mandate. "My purpose," Francke wrote in a letter to a Pastor Ring from Grünebartau (October 29, 1712), "is to develop a universal institution, useful for bringing into a good and holy order all that is important for the Christianity of all orders of society and relates, in some way, to the healing power of the soul."3 His Schulstadt would "bring into order" a myriad of relationships around a single point and relied, quite deliberately I propose, on an eclectic methodology to do this.In recent years, the relationship of Francke's Schulstadt to the implementation of Brandenburg-Prussia's first compulsory schooling system and teacher training institutes has been better documented than in the past.4 Scholars of education have paid closer attention to the methodological innovations of Pietist pedagogy, and its points of convergence with the ideas of John Locke (1632–1704), Jean-Jacques Rousseau (1712–1778) and Johann Heinrich Pestalozzi (1746–1827) have become subjects of mounting interest.5 Francke's significance for the history of education has been assessed mainly in terms of his ability to realize the pedagogically inclined reform projects of seventeenth-century figures, such as Johann Amos Comenius (1592–1670).6 We know that the thousands of children who participated in the life of the Schulstadt very often left Halle to become actively involved as teachers and ministers throughout the German states. Several played pivotal roles in the development of the late eighteenth-century educational reform movement known as Philanthropismus and its associated practices and institutions.7 [End Page 546]Perhaps the most striking feature of Francke's Schulstadt was its curriculum, which featured innovative training regimens in applied mathematics for children from diverse social backgrounds.8 The scale and rigor of these programs were to be found nowhere else at the time and can be linked to the overtly pedagogical mandate of the Berlin Academy of Sciences (f. 1701). These regimens deliberately juxtaposed artisanal and learned knowledge and stressed the importance of the eye as a conciliatory medium.9 Despite having acquired largely anti-empiricist reputations over the years due to their lingering interest in alchemy and their roles in securing the banishment of the "rationalist" mathematician and philosopher, Christian Wolff (1679–1754), from their community in 1723, careful consideration of what Halle Pietists were teaching in their schools suggests a different view. These historical actors reconciled categories of knowledge production and transmission often framed as oppositional—despite what several scholars have recently shown to be their clear interconnectedness.10I argue here for the predominance of eclecticism in the Schulstadt, including a pronounced emphasis on the "middling" mathematical and mechanical sciences as tools of conciliation and self-improvement. I seek to illustrate how eclecticism was much more than a Philosophiebegriff that was well received by some Pietists, as Walter Sparn has argued, but that it is better understood as a set of conciliatory practices, traces of which resonate in Pietist lesson plans.11 Teachers in Francke's schools integrated experimental philosophy into an educational program that was introducing children to the exercises of... (shrink)

“Multiculturalism”, “pluralism” and “tolerance” have become buzz words in applied ethics. While serious and well thought out work is going on in these areas, a misunderstanding of the importance of tolerance, and the difficulties raised by multicultural moral conflict seems common. In this paper I argue that intolerance of some cultural traditions is morally required, and suggest that the forging of a moral mono-culture is preferable to pluralism.

The object of this article is to discuss, defend, and supplement the only definite piece of evidence we possess which deals with the musical scalesreferred to by Plato in the Republic . In this first section I shall consider the list of scales given by Aristides Quintilianus and suggest the source from which it is derived; in the second part the employment of certain abnormal intervals will be established and elucidated; and finally the evidence of the preceding sections will be (...) reviewed from the standpoint of the Pythagorean musical theory. (shrink)

A number of Democritean fragments may loosely be called ‘political’, concerned as they are with questions to do with the πλις – with government, with the duties and dangers of public office, with justice, law and order. The majority of them have been preserved in chapters of Stobaeus’ anthology entitled ‘On the State’ , ‘On Laws and Customs’ , ‘On Government’.

The statistical properties of a single quantum object and an ensemble of independent such objects are considered in detail for two-level systems. Computer simulations of dynamic zero-point quantum fluctuations for a single quantum object are reported and compared with analytic solutions for the ensemble case.

[opening paragraph]: The following comments are from a psychologist, involved in the study of complex human information processing such as problem-solving, in which overt behaviour cannot be isolated from the subject's representation, since it is the prototype of goal-directed activity. In that respect perception, i.e. interpretation of the situation, is intrinsically linked to action, i.e. to changing the situation so as to complete the goal. In that field representation cannot be assimilated to consciousness, and it is very important, in my (...) opinion, to understand what makes a representation become conscious and what is changed in behaviour when an implicit representation becomes explicit and reportable; and to develop a precise methodology for obtaining and analysing verbal reports, which are in those situations the only ways of access to the subjective experience of other people. (shrink)

Draws on examples ranging from prehistoric cave art to modern pop music to discuss the nature and purpose of art and its use by powerful social and cultural forces.

Nos três problemas preambulares e nas primeiras lições do Commentarium in De anima atribuído a Pedro Hispano, o autor: 1) discute a possibilidade de urna ciência da alma; 2) compara a ciência da alma com as outras ciências naturais; 3) identifica o método da ciência da alma. Daí emerge uma fundamentação da "ciência da alma" como "ciência do homem" e um modelo de organização das ciências, tendencialmente coincidente com a organização do corpus aristotélico, mas com a reivindicação da superioridade da (...) Ciência da alma por razões gnosiológicas. (shrink)

The text of Fronto is in a very corrupt state, and the startling discrepancies which exist between different collations, as well as the unintelligibility of many of the readings deciphered, seem to justify a good deal of conjectural emendation. I append some attempts to complete or restore the sense in some passages of the Greek letters which seem hitherto to have been left in an unsatisfactory state. Not having had access to the MS, I have relied on the collations of (...) Naber and others for a statement of what is to be found in the palimpsest. (shrink)