In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Thinking Musically, and: Teaching Music GloballyJames AckmanBonnie C. Wade, Thinking Musically ( Oxford University Press: New York, 2004)and Patricia Shehan Campbell, Teaching Music Globally ( Oxford University Press: New York, 2004).Thinking Musically and Teaching Music Globally, the first two volumes in The Global Music Series, for which Wade and Shehan are general editors, offer concisely stated themes that permeate their texts and the authors' extensive use of cross-referencing (...) provides music educators at all levels the resources to achieve their educational and musical goals.Thinking Musically begins with Bonnie Wade's statement of the purposes of the book, which are to offer "a basis for the contrast and comparison of diverse 'musics,'" "provide a set of unifying topics that recur in multiple case studies," and "frame and complement a series of cases studies in The Global Music Series."1 Wade states unequivocally that Thinking Musically is ultimately a study of musical practices and ideas from around the world and that at its core, Thinking Musically "is a teaching book."2 A unifying theme throughout the volume is the view of how people constantly make music meaningful in their lives, including how music functions within a social group or particular society.3Thinking Musically includes a fifty-nine track CD containing musical examples that are designed for inclusion in the lessons and projects outlined in the [End Page 81] series. These provide aural illustrations of the topics discussed in each chapter. Activities include musical examples chosen by students which relate to the topic. The first chapter, "Thinking About Music," is based upon the concept of furthering students' awareness of musics beyond their everyday comfort level. Wade states that music is a process and not simply a method of organized sounds or compositions,4 and discusses music in terms of sound, values, and aesthetics.A striking aspect of this chapter is Wade's in-depth discussion of the contextual meaning of music within various cultures. Using such exotic examples as Central Javanese gamelan and a Navajo work song,5 she explores the rich variety of aural experiences available to students. The suggested activities exhibit Wade's understanding of educational philosophy and her awareness of what educators require in structuring appropriate musical experiences for their students.In Chapter 2, "Thinking About Instruments," Wade examines the roles of musical within a particular society and the topic of cultural diffusion.6 A succession of examples of instruments and musicians emphasizes her point that music has historically been interwoven with culture and society. Suggested activities include identifying extra musical links with instruments7 as a method of increasing students' awareness of music in daily life events, "the nature of the musical roles (of) musicians," and the meaning of musical terms (for example, soloist, accompanist) within the context of culture. Examples are drawn from the familiar, such as "New Orleans front-line," and the exotic, a North Indian singer.8Chapters 3–5 ("Thinking About Time," "Thinking About Pitch," and "Thinking About Structure") are devoted to the basic elements of music. Musical time is explored through its origins and function within specific cultures. Again, Wade uses an assortment of musical examples drawn from throughout the world in order to emphasize her points.Both the strongest and weakest aspects of the author's presentation style are on display in these three chapters. Wade has included an abundance of detailed suggested activities pertaining to various rhythmic concepts, such as Southeast Asian colotomic structure and Korean changdan, replete with detailed charts for presenting the material. Yet the amount of detail included borders on minutiae and the resulting format risks information overload for both teacher and student. A separate activities booklet might help reduce some of the clutter and also allow teachers to select more easily the concepts and activities they would like to use for a particular class session or unit.In chapter 6, "Thinking about Issues," Wade examines some arguably contentious topics that impact contemporary music education, including acculturation, gender, and "global versus local,"9 where her pithy assertions are eloquently presented. Student activities are designed to demonstrate the interconnectedness of musics among nations and communities as well as authenticity in their own cultures.10... (shrink)

We still ask the question ‘What is Enlightenment?’ Every generation seems to offer new and contradictory answers to the question. In the last thirty or so years, the most interesting characterisations of Enlightenment have been by historians. They have told us that there is one Enlightenment, that there are two Enlightenments, that there are many Enlightenments. This has thrown up a second question, ‘How Many Enlightenments?’ In the spirit of collaboration and criticism, I answer both questions by arguing in this (...) article that there are in fact three Enlightenments: Radical, Sceptical and Liberal. These are abstracted from the rival theories of Enlightenment found in the writings of the historians Jonathan Israel, John Robertson and J.G.A. Pocock. Each form of Enlightenment is political; each involves an attitude to history; each takes a view of religion. They are arranged in a sequence of increasing sensitivity to history, as it is this which makes it possible to relate them to each other and indeed propose a composite definition of Enlightenment. The argument should be of interest to anyone concerned with ‘the Enlightenment’ as a historical phenomenon or with ‘Enlightenment’ as a philosophical abstraction. (shrink)

James McCosh considered his product of 'a labor of love', The Scottish Philosophy, Biographical, Expository, Critical, From Hutcheson To Hamilton to fall within 'what may be regarded as a new department of science, the history of thought'.' The value of the book lies, therefore, in not just its outlines of works of philosophers of the period with the views afforded of the academic life most of them led; but its sense-albeit unsure-that 'the Scottish school of philosophy' (1) after its (...) rise evolved into something less distinctive, more commonplace philosophically. McCosh could not admit that the school had declined. Noting the change, he barely hints at why it happened. The explanation, it will be argued, involves the central place assigned to belief in the doctrines of the school, so is of current interest given the undue prominence belief continues to be accorded by philosophers. (shrink)

This article discusses the representation of AIDS in Guibert's posthumously published novel Le Paradis. The novel is situated in relation to Guibert's better known previous AIDS writings. The article proposes that Guibert's AIDS works fall in to three related categories: writings about other peoples' AIDS; autobiographical writings about AIDS, and, in the third, terminal stage in which Le Paradis fits, writing AIDS. As such the article suggests that Le Paradis manages to reflect and communicate some of the trauma of living (...) with AIDS by specifically trying not to write about it. The article raises issues related to constructions of sexualized and AIDS identities in fiction, and presents the novel as a form which represents a loss of self. The novel, it is argued, becomes a self-mourning for a healthy past which is memorialized in a fictional present, itself always-already haunted by the nostalgia for a lost future. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in (...) the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Jane Addams (1860-1935), activista y pensadora feminista estadounidense, nos permite reencontrarnos con una perspectiva del feminismo de antaño. Su trabajo intelectual como escritora y filósofa pragmatista fue muy influyente para el sufragio en Estados Unidos y la creación de leyes que buscaban mejorar las condiciones laborales de las mujeres y poblaciones afrodescendientes. También fue cofundadora de la primera residencia social de Estados Unidos que apoyó la población inmigrante europea, conocida como la Hull-House. Además de ser la primera mujer en la (...) Universidad de Yale en recibir un Master of Arts honorario, también fue la primera mujer ganadora del premio Nobel de la Paz en 1931. El presente texto es el primer capítulo de su libro titulado A New Conscience and an Ancient Evil, el cual trata sobre el trabajo sexual y el arduo camino hacia su abolición. Jane Addams es relevante actualmente porque puede sumarse a las voces que configuran el diálogo sobre la prostitución. (shrink)

My criticisms of parapsychology are neither based on its subject matter per se, nor simply on a charge of sloppy research, but rather on the whole pattern of theory and research in this domain. The lack of a positive definition of psi, the use of ad hoc principles such as psi-missing and the experimenter psi effect to account for failures to confirm hypotheses, and the failure to produce a single phenomenon that can be replicated by neutral investigators are among the (...) major problems that keep parapsychology outside regular science. Glicksohn and I agree that anomalous experiences should be investigated. (shrink)

In order to consider the question of whether empire is a subject for philosophy, I do three things. I sketch an original typology of three types of state, which I call polis, imperium and cosmopolis, in order to show that the second is an important philosophical conception which lies behind the terminology of empire and imperialism. I also consider modern theories of empire and imperialism in order to indicate some of their limitations as theories. And finally I indicate that it (...) is important even for philosophers to recognise that all imperial terminology emerges out of a very complicated history in which the concept of imperium has been extended and distorted in meaning, so that, at best, any good theory of empire or imperialism can only be some sort of recapitulation of that history. Neither the second nor the third of these claims undermines the claim of imperium to be a concept of the state which is of great political and philosophical significance. (shrink)

This chapter considers the two major ways Oakeshott attempted to make sense of the state, first, in the 1920s and 1930s, as “the whole of moral and social experience”, and second, from the 1950s onwards, as one particular political idea, which was ambiguous and so had to be theorised in terms of a contradiction, or, as he put it in 1975, “an unresolved tension between the two irreconcilable dispositions represented by the words societas and universitas”. In this chapter, both of (...) these theories are fed back into Oakeshott’s major critical recognition that the state was an ambiguous concept. The point is to indicate that the ambiguities Oakeshott’s own writings exhibit were even greater than the ambiguities he was willing to recognise. In order to make sense of the state, we have to struggle with the metaphors and analogies which have been used to make sense of political order ever since the Greeks and Romans spoke of the related but distinct terms stasis and status. As everyone now knows, the concept of the state arose when the standard phrase, “the state of x”, was replaced by the phrase “the state”. I argue that the state is the attempt to strip metaphor out of politics. It allowed us to remove all older and authoritative meanings from politics in order to think again. The state is best seen as the blank slate on which modern political theorists have attempted to inscribe their theories of politics. (shrink)

When people develop dementia, their ability to make important decisions recognized by law—such as to change an estate plan, make a large purchase, or get married or divorced—is increasingly comprom...

[opening paragraph]: On page 2 of this volume our co-editors set admirable goals. They seek ‘method- ologies that can provide an open link to objective, empirically based description'. Moreover, they want ‘explicit examples of practical knowledge, in case studies'. My comments will address these words and goals. I too prefer the case-method approach, and seek practical ways to access states of consciousness. Then, at the top of page 4, Professors Varela and Shear define ‘nonconscious phenomena’ as those the subject is (...) not aware of. In order to comment further on this issue of awareness and non-awareness, I'll first need to pick up on their other key word -- ‘blindness’ -- as introduced in their section VII. I'll then redirect it. For surely a central topic to confront is our own self-imposed blindfold. Which subterranean region of consciousness are we most unaware of? What thwarts our efforts to study all of its regions? Our own covert self. (shrink)

In this paper I argue that, contrary to both H. L. A Hart and Patrick Devlin, and in sympathy with D. G. Brown, it is possible to read Mill as arguing in On Liberty that morality should be enforced, by public moral disapprobation by society, and by fines, imprisonment, execution, etc., by the state, when it will promote the general welfare. The difference between Mill and his predecessors is that they had no standard for morality other than the subjective standard (...) of what society liked and disliked, whereas Mill has an objective standard: it is immoral to harm others (without their consent). Harm to oneself can never be immoral: "A person who shows rashness, obstinacy, self-conceit—who cannot live within moderate means—who cannot restrain himself from hurtful indulgences—who pursues animal pleasures at the expense of those of feeling and intellect… [these] self-regarding faults previously mentioned, which are not properly immoralities, and to whatever pitch they may be carried, do not constitute wickedness." Harm to others (without their consent) is immoral and is prima facie publicly criticizable and criminalizable: "When, by conduct of this sort, a person is led to violate a distinct and assignable obligation to any other person or persons, the case is taken out of the self-regarding class and becomes amenable to moral disapprobation in the proper sense of the term.". (shrink)

This book is a philosophical-literary reflection on the condition of the possibility of radical intellectual life, art, culture, politics, and religion in the contemporary United States. The standpoint assumed and defended in this reflection is that of critical modernism, a principled commitment to a radical leftist version of modern, western rationality. In this book of fragments such rationality emerges, after encounters with liberalism, conservatism, and postmodernism, as the preferable form of rationality.

Many philosophers in the ancient world shared a unitary vision of philosophy – meaning 'love of wisdom' – not just as a theoretical discipline, but as a way of life. Specifically, for the late Neoplatonic thinkers, philosophy began with self-knowledge, which led to a person's inner conversion or transformation into a lover, a human being erotically striving toward the totality of the real. This metamorphosis amounted to a complete existential conversion. It was initiated by learned guides who cultivated higher and (...) higher levels of virtue in their students, leading, in the end, to their vision of the Good, or the One. In this book, James M. Ambury closely analyses two central texts in this tradition: the commentaries by Proclus (412–485 AD) and Olympiodorus (495–560 AD) on the Platonic Alcibiades I. Ambury's powerful study illuminates the way philosophy was conceived during a crucial period of its history, in the lecture halls of late antiquity. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:James S. Mullican DETERMINISM, FATALISM, AND FREE WILL IN HAWTHORNE A recurrent theme in Nathaniel Hawthorne's writing is the relationship between fatalism and free will. His tales, romances, and notebooks contain explicit and implied references to man's freedom of choice and his consequent responsibility for his acts, as well as to "fatalities" that impel men to various courses of action. Much of the ambiguity in Hawthorne's fiction rests (...) on this conflict between the notions of human freedom and responsibility on one hand and fatalism on the other. Although there is no question that this theme was important for Hawthorne, there is much disagreement concerning what Hawthorne himself believed. Critics have taken virtually every position on the spectrum between the poles of complete freedom and complete fatalism. That this disagreement exists should not be surprising. Hawthorne was an artist, not a philosopher or theologian; an important element of his technique, perhaps essential to his vision of life, was his ambiguity. His dual vision of the world, of matter and spirit, of evil and good, and his emphasis now of one, now of the other, engender disagreement concerning his view of life. His alternate fascination with and apparent rejection of Puritanism have led some to believe he was a predestinarían, others to hold that he was a "libertarian," and at least one critic to write that Hawthorne believed in a "modified predestination." Turner argued that Hawthorne's attitude toward reform led him to fatalistic thinking. Since reform movements touched only the surface manifestations of vice, such movements were useless, in Hawthorne's view. The logical conclusion of such a position, reasoned Turner, was fatalism. "Hence reform which would stir only the superficial outcroppings and would leave untouched the real causes underneath would be futile at best. And since the true sources of evil, so Hawthorne thought, lie largely beyond the reach of human efforts, fatalism was the certain end of his thinking." Turner saw evidence for fatalism 91 92Philosophy and Literature in Hawthorne's fiction also: "... there is a clear suggestion that the decisions [by Hester, Dimmesdale, Rappaccini, Ethan Brand, and Hollingsworth] have been inevitable, that the agent responsible is fate rather than Hawthorne's character." This critic concluded that Hawthorne was convinced that "the universe, including man and man's soul, is governed by inexorable law." Some critics have linked Hawthorne's beliefs regarding free will and fatalism to his attitude toward Calvinism. Schneider wrote, "... Hawthorne translated into empirical truths the essential doctrines of Calvinism.... From the popular doctrine of reform, he returned to the Puritan doctrine of divine sovereignty." Schneider suggested that Hawthorne purified the doctrines of the Puritans and returned them to their original purpose, salvation of the soul. "He recovered what Puritans professed but seldom practiced—the spirit of piety, humility, and tragedy in the face of the inscrutable ways of God." Cowley wrote that Hawthorne "believed in predestination, as the Calvinists did." Mills was of the opinion that Hawthorne was the most sympathetic to the Puritans of the writers of his day, but that Calvinist dogma was moderated and softened in Hawthorne: "He did not accept completely the Calvinist doctrine of predestination, nor did he emphasize the supreme sovereignty of God which was the driving force of Calvinism." Other critics have granted some measure of freedom to Hawthorne's characters. Arvin wrote, "... freedom of choice exists, but on so narrow a basis that, once exercised in the wrong direction, it is forever resigned." Fairbanks held that Hawthorne reserved to man the initial moral choice which set up the chain of necessity, and from that notion Fairbanks drew the conclusion that, "Though often called a fatalist, Hawthorne believed in free will." Schwartz, in an unpublished doctoral dissertation, argued from Hawthorne's life and from his writings that he rejected fatalism in favor of free will. Wagenknecht noted that Hawthorne refused "to accept foreordination and total depravity." Still other critics have emphasized a paradoxical element in Hawthorne 's writing, his acceptance of both horns of the dilemma. Waggoner wrote: "He saw man as immersed in a mystery in which responsibility is at odds with fate. His own natural tendency was to emphasize causation at the... (shrink)

All forms of beauty create appeal or enticement with moral significance. Sublime beauty draws one into a deep relationship that properly promotes the good and true. Parents tend to experience such beauty in their children, as eloquently described in works such as the 14th-century poem ‘The Pearl’, and they see this even when their children are desperately ill or dying. The experience of beauty in one’s child creates or reinforces the morality of caring. Unfortunately, at the end of modernity, the (...) framing of beauty as only instrumental and subjective generally works against any recognition of dignity or respect for the very small pediatric patient. Practitioners who believe in the intrinsic value and dignity of persons as general concepts should recognize parental drawing toward their children as a particularization of a transcendental value. (shrink)

Tamar Rudavsky's erudite survey of Jewish philosophy during the Middle Ages is the latest compendium of a wide array of thinkers who profoundly constructed bridges between the two worlds of Jewish beliefs informed by the Hebrew Bible and its rabbinic overlay at one end, and of science and philosophy dominated by Aristotelian physics and metaphysics at the other. Jewish philosophers, like their Islamic and Christian counterparts, tirelessly exerted themselves to reconcile the two into a unified system. The very title of (...) Maimonides's seminal Guide of the Perplexed reflects his attempt to resolve the angst of his intellectually sophisticated coreligionists who faced an irreconcilable either/or choice between the... (shrink)