This book features a unique collection of dialogues with fourteen notable scholars on their opinions and observations about John Dewey, a renowned educational philosopher of the twentieth century. The book explores varying views about John Dewey, his philosophy, and his educational theory. In revealing positive, sometimes negative, occasionally surprising, and consistently insightful viewpoints, the author seeks to enable the reader to reflect on the primary question: does John Dewey’s consequential educational philosophy have an important role in twenty-first century education and (...) in nurturing and sustaining democratic ideals? (shrink)

A study found that women participating in mammography screening were content with the programme and the paternalistic invitations that directly encourage participation and include a pre-specified time of appointment. We argue that this merely reflects that the information presented to the invited women is seriously biased in favour of participation. Women are not informed about the major harms of screening, and the decision to attend has already been made for them by a public authority. This short-circuits informed decision-making and the (...) legislation on informed consent, and violates the autonomy of the women. Screening invitations must present both benefits and harms in a balanced fashion, and should offer, not encourage, participation. It should be stated clearly that the choice not to participate is as sensible as the choice to do so. To allow this to happen, the responsibility for the screening programmes must be separated from the responsibility for the information material. (shrink)

We present a computational analysis of de re, de dicto, and de se belief and knowledge reports. Our analysis solves a problem first observed by Hector-Neri Castañeda, namely, that the simple rule -/- `(A knows that P) implies P' -/- apparently does not hold if P contains a quasi-indexical. We present a single rule, in the context of a knowledge-representation and reasoning system, that holds for all P, including those containing quasi-indexicals. In so doing, we explore the difference between reasoning (...) in a public communication language and in a knowledge-representation language, we demonstrate the importance of representing proper names explicitly, and we provide support for the necessity of considering sentences in the context of extended discourse (for example, written narrative) in order to fully capture certain features of their semantics. (shrink)

This article attempts to answer a question that many dancers and non-dancers may have. What is dance according to the media? Furthermore, how does the written word portray dance in the media? To answer these ques-tions, this research focuses on the role that the discourse of dance in media plays in the public sphere’s knowledge construction of dance. This is impor-tant to study because the public sphere’s meaning of dance will determine whether dance education is promoted or banned in schools (...) and in society. The aim of this paper is to contribute to the existing literature of dance in the media. One limitation of this contribution is that the research uses only newspaper articles as a source of analysis. Future research should include an analysis of visual and audio clips of dance as portrayed in the media. (shrink)

Although Caenorhabditis elegans was chosen and modified to be an organism that would facilitate a reductionist program for neurogenetics, recent research has provided evidence for properties that are emergent from the neurons. While neurogenetic advances have been made using C. elegans which may be useful in explaining human neurobiology, there are severe limitations on C. elegans to explain any significant human behavior.

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 130-140 [Access article in PDF] Western Classical Music and General Education Estelle R. Jorgensen Indiana University Thinking about transforming music, I address issues relating to the role of musicians in higher education and Western classical music in general education. I am concerned about this music because it is marginalized in general education and the civic spaces of public life. Where once (...) it held a privileged place, it seems now to have acquired (in some quarters at least) a negative connotation as a bastion of elitism and privilege. Instead, popular musics (with a nod to musics of other cultures) have pride of place in much elementary and secondary music education and in many university and college offerings designed for students whose principal fields of study lie outside music. An all-too-common musical illiteracy or, at best, elementary level of musical literacy and aurality renders Western classical music inaccessible to the general public just as the pervasiveness of popular music renders it inaudible and invisible. Bridges to past, less accessible, and esoteric traditions are also too few or in disrepair. Julian Johnson laments the diminished stature of Western classical music and argues for its values in today's world. 1Music teachers of all stripes urgently need to address this marginalization of Western classical music as a matter of public policy. If caring for and fostering [End Page 130] diversity in the natural world is a good, then it is reasonable to expect that fostering diversity in the cultural world is likewise a good. If preventing the extinction of natural species is a matter of public policy, then surely preventing the extinction of musics among other cultural traditions is at least as important. Social transformation has within it the seeds of conservation, or the preserving of past traditions, just as it also suggests profound and ongoing planned and unintended change. When any music such as Western classical music is sidelined, music education policy makers need to ask, Is this multi-cultural, multi-ethnic, multi-faceted music important to keep, foster, and change? What does it have to contribute in the present world? Is it being cared for sufficiently? If it needs to change, how ought it be changed? What principles can be helpful to music teachers in caring for, fostering, and changing it? These are compelling public policy questions for our time. A Quarrel and Its Aftermath In 1963, participants in the Yale Seminar asked some of these very difficult questions of music education policy makers. MENC leaders took exception to the seminar and its conclusions; although some outstanding music teachers were participants, the organization had not been invited and the seminar was not its idea. 2 Instead of addressing directly some of the important criticisms of school music education and music teacher education raised in the seminar, the MENC mounted its own rival Tanglewood Symposium in 1967. Participants in this symposium faulted music in higher education for its failure to admit "talented and capable high school music students [to] the privilege of advanced study," the "[c]ompartmentalization and lack of communication between various segments of the music field," its lack of relation to "the musical heritage of American culture," and its failure to ensure arts courses in general education. 3 The symposium contributed to a populist stance focused on the myriad vernacular traditions of the world, thereby diminishing the role and presence of Western classical music and highlighting popular and vernacular musics at MENC conferences and in the elementary and secondary schools in the United States. Subsequent attempts to renew the Western classical tradition and raise the musical expectations of teachers and their students in the nation's schools exemplified in the Juilliard Repertory, Manhattanville Music Curriculum Project, and Comprehensive Musicianship Program seem not to have made a lasting impact. And the differing criticisms and visions of the Yale Seminar and Tanglewood Symposium have yet to be critically engaged.Summarizing criticisms made of school music repertoire in the report of the Yale Seminar to the Office of Education, U.S. Department of Health, Education, and... (shrink)

Corporate governance is increasingly becoming an issue of global concern, not least because we are more and more living in a corporate world that transcends international boundaries. The main purpose and motivation of this study is to determine how the international community should motivate businesses in fostering exemplary corporate governance, therefore eliminating obstacles to ethically exemplary behavior. The empirical approach utilized here has been applied to 161 businesses, both listed and over-the-counter (OTC) companies, with the results indicating that ethical considerations, (...) corporate governance and organizational performance are inextricably linked and, to an extent, demonstrably proportional. This study also indicates a major finding that family management is a significant mediating variable of the ethical considerations of corporate governance and organizational performance. Finally, this study has developed an operational model of ethical considerations of corporate governance as a consultancy aid for businesses that wish to implement and/or boost their performance in respect to corporate governance. (shrink)

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 327 conceptual impositions and consider nirvana in the light of its own "intentional infrastructure." Interpreted as doctrine, nirvana is a wooden category; as a path, subtle and paradoxical, a factor celebrated in the later Mahayana texts (samsara is nirvana; nirvana is samsara). In pleading for sensitivity to context, Welbon maintains that the Buddha was not a philosopher, much less a nineteenth-century one, but a saint and a (...) "genius as a soteriological tactician": Depending on the context and in particular the needs of the individual(s) to whom he spoke, his emphasis varied. To those full of self, his message was expressed negatively. To those full of fear, the message expressed confidence. To those full of suffering, the message expressed hope. (p. 300) Nirvana's "meanings," then, are many, and include "both annihilation and bliss, negation and affirmation, nonexistence and existence" (p. 302). Yet the author's primary concern is not simply to advance one more theory of nirvana, lined up beside the rest; it is rather to elucidate the role of theory in its relation to intercultural and history of religions data. Interpretations are themselves phenomena whose intentionality, context, or history must be clarified. The differences between the scholars surveyed in this book stem not so much from varying conclusions about given data as from differences of premise and method; they are differences of questions rather than answers. Nirvana, a religious ultimate without the conception of deity, has indeed been a classic stumbling block to Western theories. The encounter, Welbon suggests, documents not only a history of methodological shortcomings, but "the fragile and inadequate nature of our understanding of what religion itself may be" (p. 301). WILLIAM E. PADEN University of Vermont Hamann's Socratic Memorabilia, A Translation and Commentary. By James C. O'Flaherty. (Baltimore: Johns Hopkins Press, 1967. Pp. xv+229. $7.50) Johann Georg Hamann, Philosophy and Faith. By W. M. Alexander. (The Hague: Martinus Nijhoff, 1966. Pp. xii+212. Gld. 28.25) America continues to contribute more than a fair share to the study of Hamann ---even though the Hamann News-Letter, edited by James C. O'Flaherty, had to stop appearing in 1963. It is now the same O'Flaherty who opens wide the gates for the study of Hamann in the English-speaking world by translating the Socratic Memorabilia and providing an introduction and explanatory notes. The Memorabilia without doubt offer the best first approach to Hamann. t But so great is the obscurity of Hamann that it is by no means sure that the Memorabilia have now become an exotericum. Before reviewing O'Flaherty's book I shall therefore present the content of the Memorabilia. If only we had simple blow-by-blow accounts of all of his writings before we embark on a wholesale interpretation! a For decades they were available in Reclams Universalbibliothek (in c. 1914 at a price of about three cents) and have now (August, 1968) been republished (together with Hamann's Aesthetica in nuce) with excellent notes and a commentary by Sven-Aage Jorgensen (present price: about twenty cents). In 1959 F. Blanke published another amply annotated edition with an extensive thorough commentary. 328 HISTORY OF PHILOSOPHY The purpose of the Memorabilia is to "convert" two friends of Hamann, Kant and Berens, from Enlightenment to Christianity (the two tried to do the opposite to Hamann) and to defend himself and his Christianity from their criticisms. To do so, Hamann decides to use philosophic rather than religious language. In so doing he will present himself as another Socrates, because, as Hamann sees it, it was the mission of Socrates to lead the Athenians to the unknown God, thus prefiguring the mission of St. Paul, and because Socrates opposed the then "enlighteners," viz., the Sophists. In so doing he furthermore compares some of his own character traits (for which he was blamed by Kant and Berens) and some events in his life with Socratic ones. But as he compares (equates) Socrates with the prophets and with Jesus, he by the same token compares (equates) himself with them. Of course, Hamann knows that the Enlightenment also admired Socrates. But it did so for entirely wrong reasons: they praised... (shrink)

The first clear and precise statement of the axioms of qualitative probability was given by de Finetti ([1], Section 13). A more detailed treatment, based however on more complex axioms for conditional qualitative probability, was given later by Koopman [5]. De Finetti and Koopman derived a probability measure from a qualitative probability under the assumption that, for any integer n, there are n mutually exclusive, equally probable events. L. J. Savage [6] has shown that this strong assumption is unnecessary. More (...) precisely, he proves that if a qualitative probability is only fine and tight, then there is one and only one probability measure compatible with it. No property equivalent to countable additivity has been used as yet in the development of qualitative probability theory. However, since the concept of countable additivity is of such fundamental importance in measure theory, it is to be expected that an equivalent property would be of interest in qualitative probability theory, and that in particular it would simplify the proof of the existence of compatible probability measures. Such a property is introduced in this paper, under the name of monotone continuity. It is shown that, if a qualitative probability is atomless and monotonely continuous, then there is one and only one probability measure compatible with it, and this probability measure is countably additive. It is also proved that any fine and tight qualitative probability can be extended to a monotonely continuous qualitative probability, and therefore, contrary to what might be expected, there is no loss in generality if we consider only qualitative probabilities which are monotonely continuous. At the present time there is still a controversy over the interpretation which should be given to the word probability in the scientific and technical literature. Although the present writer subscribes to the opinion that this interpretation may be different in different contexts, in this paper we do not enter into this controversy. We simply remark that a qualitative probability, as a numerical one, may be interpreted either as an objective or as a subjective probability, and therefore the following axiomatic theory is compatible with both interpretations of probability. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Frede V. Nielsen, “Didactology as A Field of Theory and Research in Music Education”Marja HeimonenFrede Nielsen describes the two main aspects of music pedagogy as the normative (and prescriptive) and the descriptive (and analytical) aspects. As a precondition for his discussion, he explores some important concepts and terms such as Didaktik. He argues that it is impossible to translate and transfer certain concepts into English. The German (...) tradition, however, has influenced Scandinavian pedagogical discussion and the content of pedagogical terms and concepts in Denmark and Finland is usually congruent with German terminology. Therefore, Nielsen analyzes the German concepts carefully.An example from my own experience as a teacher of both pedagogy and didactics at the Helsinki Conservatory/Polytechnic may throw some light on this [End Page 98] matter from the Finnish perspective. The traditional title of the subject "piano pedagogy" (offered to students who aim to become instrumental teachers) was changed to "piano didactics" some years ago. The content of this course also changed in that alongside practical work (teaching) theoretical courses were also included. The reason for this change was expressed in the same terms that Nielsen presents in his paper: Didaktik (in Finnish didaktiikka) signifies both a theoretical and a practice-oriented approach to teaching.According to Nielsen, the principal question concerning Didaktik is What is the essential content in music education? This is a philosophical (as well as a legal) issue concerning the aims of education and the matter of who has the right to decide the content. These kinds of matters can also be drawn on a larger canvas: the education of human beings generally. Music education (especially in the context of general education) is not only concerned with the skills that will enable pupils to become competent musicians. On the contrary and more profoundly, it aims to broaden the mind and expand the possibilities of thought and feeling. According to several researchers (such as Estelle Jorgensen, Anthony E. Kemp, David Best, Matti Huttunen, and Heidi Westerlund) music teachers should cultivate a wide understanding of the meaning of education so that music education can relate to human experience and social practices.Nielsen has created four paradigms that might be used when the content of music teaching is formulated. The point of departure may be (a)the subject itself, music, (b)the pupil's culture (or the local culture); in other words, the micro-cultural level, (c)the social problems or conditions of democracy (the macro-cultural level), and/or (d)the fundamental existential condition of human beings. These paradigms do not exclude one another. I consider their function to resemble that of legal principles: they have to be weighed and balanced in a particular situation and context. One or several may, for some time, take priority and push the others into the background just as Nielsen argues. Legal principles are not used as legal rules, but they are "strong" as rules.Legal rules have been compared with rails: rules and regulations (just as rails) are either followed or not. This comparison to a train running on rails also clarifies the relationship between legal regulations and human behaviour: most of these rules are obeyed by habit without profound thinking about aims and principles (c.f. Nielsen's paradigms) behind the legal texts.The most important question Nielsen attempts to raise is the relationship between music and pedagogy (Didaktik). He points out that his aim is not to give normative regulations about what should or should not be taught. Raising questions is an important aim of philosophical research. However, this kind of research may also have normative implications. For instance, philosophical [End Page 99] questions regarding the aims and the content of a subject (such as music) are included in the planning of a National Curriculum (or the National Framework Curriculum formulated by the National Board of Education, as we used to have in Finland). This curriculum is normative: the regulations have to be obeyed when syllabi are formulated in schools at the local level. The Framework Curriculum includes several educational aims; for instance, "a good relationship to music" should be created between the pupil and music. The normative character of this kind of... (shrink)

Considered one of Jung's most controversial works, Answer to Job also stands as Jung's most extensive commentary on a biblical text. Here, he confronts the story of the man who challenged God, the man who experienced hell on earth and still did not reject his faith. Job's journey parallels Jung's own experience--as reported in The Red Book: Liber Novus--of descending into the depths of his own unconscious, confronting and reconciling the rejected aspects of his soul. This paperback edition of Jung's (...) classic work includes a new foreword by Sonu Shamdasani, Philemon Professor of Jung History at University College London. Described by Shamdasani as "the theology behind The Red Book," Answer to Job examines the symbolic role that theological concepts play in an individual's psychic life. (shrink)

Background More than one in 10 of all prisoners in England and Wales are Foreign Nationals. This article discusses whether the research applications to one London prison are aimed at understanding a prisoner population characterised by significant multinational and multilingual complexity. Methods We studied all accessible documents relating to research undertaken at a women's prison between 2005 and 2009 to assess the involvement of Foreign National prisoners and women with limited English. The source of information was prison research applications and (...) protocols. We also looked at available final research reports and journal articles. Results Two key findings emerged from this study. First, studies at this prison frequently excluded Foreign National prisoners and women with limited English. Second, Foreign National prisoners were often clustered as a homogeneous category in the research reports reviewed. This is despite their diverse cultural backgrounds, their variable immigration status and their differing competence in English, all of which affect their lives. Conclusions The failure to include and/or identify social subgroups of the population can undermine the value of research, including, in the case of the study prison, funded health research. This can compromise associated needs assessments and service delivery, particularly important in already disadvantaged populations; this may encourage and/or perpetuate a range of health inequalities. There is a pressing need to examine cultural exclusion in other health and criminal justice settings, to assess the ways in which—and the extent to which—such exclusion may compromise the merit of proposed and completed health and social research. (shrink)

La traduction de l'epistrophe grecque en conversio latine a pu laisser entendre une continuite entre le retour des philosophies grecques neoplatoniciennes et l'evenement religieux proprement chretien de la conversion. Le paradigme en serait le passage de Plotin a Augustin. Mais peut-on oublier que les grecques classiques n'ont pas d'ethique du repentir et que, sans ce rapport au temps de la faute, la constitution de soi n'a ni le meme sens ni le meme lieu? C'est le travail du Centre A.J. Festugiere (...) de Paris X-Nanterre sur les entrecroisements et reprises entre philosophie et religion qui est a l'origine des etudes rassemblees en cet ouvrage. Que nous voyions apparaitre aujourd'hui une nouvelle forme de repentir publique convie a mieux distinguer deux modeles de constitution de soi qui se reconnaissent en ce que l'accent porte tantot sur l'etre et tantot sur le temps. (shrink)