Although the influence of Homer on Western literature has long commanded critical attention, little has been written on how various generations of readers have found menaing in his texts. These seven essays explore the ways in which the Illiad and the Odyssey have been read from the time of Homer through the Renaissance. By asking what questions early readers expected the texts to answer and looking at how these expectations changed over time, the authors clarify the position of the Illiad (...) and the Odyssey in the intellectual world of antiqueity while offering historical insight into the nature of reading. The collection surveys the entire field of preserved ancient interpretations of Homer, beginning with the fictional audiences portrayed within the poems themselves, proceedings to readings by Aristotle, the Stoics, and Aristarchus and Crates, and culminating in the spritiualized allegorical reading current among Platonists of the fifth and sixth centuries C.E. The influence of these ancient interpretations is then examined in Byzantium and in the Latin West during the Renaissance. Contributors to this volume are Robert Browning, Anthony Grafton, Robert Lamberton, A.A. Long, James Porter, Nicholas Richardson, and Charles Segal. Robert Lamberton is Assistant Professor of Classics and John J. Keaney is Professor of Classics, both at Princeton University. Originally published in 1992. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (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)

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)

The Reverend Ralph Harper, a philosopher and theologian, has been credited with introducing existentialism to North America in 1948 with his work Existentialism: A Theory of Man. Forty years later, Harper delved deeper into the interior life of the human imagination in On Presence: Variations and Reflections. Winner of the 1992 Grawemeyer Award in Religion, On Presence is an insightful articulation of mankind's experience of presence. Drawing from philosophers like Kierkegaard, Heidegger, and Marcel, theologians like Augustine, Aquinas, and (...) Tillich, mystics like Meister Eckhart and John of the Cross, and novelists like Dostoevsky and Proust, this compelling work considers the transcendent and religious dimensions of the ordinary mysteries in everyday life. (shrink)

An artistic discussion on the critical potential of African American expressive culture In a major reassessment of African American culture, Phillip Brian Harper intervenes in the ongoing debate about the “proper” depiction of black people. He advocates for African American aesthetic abstractionism—a representational mode whereby an artwork, rather than striving for realist verisimilitude, vigorously asserts its essentially artificial character. Maintaining that realist representation reaffirms the very social facts that it might have been understood to challenge, Harper contends that (...) abstractionism shows up the actual constructedness of those facts, thereby subjecting them to critical scrutiny and making them amenable to transformation. Arguing against the need for “positive” representations, Abstractionist Aesthetics displaces realism as the primary mode of African American representational aesthetics, re-centers literature as a principal site of African American cultural politics, and elevates experimental prose within the domain of African American literature. Drawing on examples across a variety of artistic production, including the visual work of Fred Wilson and Kara Walker, the music of Billie Holiday and Cecil Taylor, and the prose and verse writings of Ntozake Shange, Alice Walker, and John Keene, this book poses urgent questions about how racial blackness is made to assume certain social meanings. In the process, African American aesthetics are upended, rendering abstractionism as the most powerful modality for Black representation. (shrink)

This article critiques the theological and moral foundations that undergird the approach of the document For the Life of the World: Toward a Social Ethos of the Orthodox Church to the question of the Church's role in the public sphere. The article's focus is essentially two-fold. First, it strives to clarify For the Life of the World's hermeneutical method through a consideration of its frequent appeals to the authority of the Orthodox tradition. Second, the article seeks to understand the document's (...) tacit reliance upon a Eucharistic model of ecclesiology and its connection to the recurring theme of the ‘transfiguring of the world’. (shrink)

We report on an unpublished and previously unknown manuscript of John von Neumann and contextualize it within the development of the theory of shock waves and detonations during the nineteenth and twentieth centuries. Von Neumann studies bombs comprising a primary explosive charge along with explosive booster material. His goal is to calculate the minimal amount of booster needed to create a sustainable detonation, presumably because booster material is often more expensive and more volatile. In service of this goal, he (...) formulates and analyzes a partial differential equation-based model describing a moving shock wave at the interface of detonated and undetonated material. We provide a complete transcription of von Neumann’s work and give our own accompanying explanations and analyses, including the correction of two small errors in his calculations. Today, detonations are typically modeled using a combination of experimental results and numerical simulations particular to the shape and materials of the explosive, as the complex three dimensional dynamics of detonations are analytically intractable. Although von Neumann’s manuscript will not revolutionize our modern understanding of detonations, the document is a valuable historical record of the state of hydrodynamics research during and after World War II. (shrink)

Recent advances in philosophy, artificial intelligence, mathematical psychology, and the decision sciences have brought a renewed focus to the role and interpretation of probability in theories of uncertain reasoning. Henry E. Kyburg, Jr. has long resisted the now dominate Bayesian approach to the role of probability in scientific inference and practical decision. The sharp contrasts between the Bayesian approach and Kyburg's program offer a uniquely powerful framework within which to study several issues at the heart of scientific inference, decision, and (...) reasoning under uncertainty. The commissioned essays for this volume take measure of the scope and impact of Kyburg's views on probability and scientific inference, and include several new and important contributions to the field. Contributors: Gert de Cooman, Clark Glymour, William Harper, Isaac Levi, Ron Loui, Enrique Miranda, John Pollock, Teddy Seidenfeld, Choh Man Teng, Mariam Thalos, Gregory Wheeler, Jon Williamson, and Henry E. Kyburg, Jr. (shrink)

This paper is about the statics and dynamics of belief states that are represented by pairs consisting of an agent's credences (represented by a subjective probability measure) and her categorical beliefs (represented by a set of possible worlds). Regarding the static side, we argue that the latter proposition should be coherent with respect to the probability measure and that its probability should reach a certain threshold value. On the dynamic side, we advocate Jeffrey conditionalisation as the principal mode of changing (...) one's belief state. This updating method fits the idea of the Lockean Thesis better than plain Bayesian conditionalisation, and it affords a flexible method for adding and withdrawing categorical beliefs. We show that it fails to satisfy the traditional principles of Inclusion and Preservation for belief revision and the principle of Recovery for belief withdrawals{, as well as the Levi and Harper identities. We take this to be a problem for the latter principles rather than for the idea of coherent belief change. (shrink)

Suppose that a school restricts student expression critical of homosexual conduct yet allows or actively supports student expression that promotes acceptance and tolerance of gays and lesbians. Can such a policy be justified if the anti-gay speech disrupts the educational environment of the school while the pro-gay speech does not? Or does the differential treatment of anti-gay and pro-gay speech constitute unconstitutional viewpoint discrimination because it distorts the marketplace of ideas within the school? Can viewpoint discrimination ever be justified on (...) the ground that anti-gay speech invades the rights of others under Tinker v. Des Moines Independent Community School District, 393 U.S. 503 (1969)? These were among the questions debated by Judges Reinhardt and Kozinski in the Ninth Circuit's now-vacated panel opinion in Harper v. Poway Unified School District, 445 F.3d 1166 (9th Cir. 2006), but their significance to the law of student speech is quite general. Courts are increasingly becoming concerned with the question of whether Tinker allows viewpoint-based restrictions of student speech, but so far jurists have not reached agreement on this question or even on the simpler question of what counts as viewpoint discrimination. This article attempts to clarify the emerging debate about the permissibility of viewpoint discrimination under Tinker and proposes modifications to the Tinker framework that would enable courts to deal more fruitfully with charges that school officials have imposed viewpoint-based restrictions on student speech. I argue that we should think of viewpoint discrimination as purposeful restriction of expression on the basis of governmental disagreement with the message. Tinker must be understood to bar purposeful viewpoint discrimination, but the conclusion that a school speech restriction constitutes purposeful viewpoint discrimination will come at the end rather than at the beginning of constitutional analysis. A school will never announce that it has restricted student speech on the basis of disagreement with the message; instead, it will claim that it has regulated speech to prevent harm. And this is something that schools (and the state more generally) may sometimes do - at least with sufficient justification. Tinker obviously contemplates the regulation of speech where necessary to prevent two specific sorts of harms - disruption to the school's mission and violations of the rights of other students - and so must require courts to distinguish between school speech restrictions based on impermissible ideological purposes and those based on the permissible purposes of preventing disruptions or violations of student rights. Tinker's substantial disruption test, I contend, should primarily be understood as a mechanism for helping courts to smoke out these impermissible purposes. (shrink)

On October 16, 1859, John Brown led an unsuccessful raid on the Harpers Ferry Armory. He planned to seize the cache of weapons in order to arm local slaves, to march south, and to deplete Virginia of the slaves who supported its economy. While it failed to realize this objective, the raid succeeded in driving a wedge between the Union and the Confederate States. The rift that Brown helped create grew into the gaping wound of the Civil War.Four years (...) later, Abraham Lincoln surveyed the site of the most gruesome aspect of that wound: Soldier's Cemetery at Gettysburg, Pennsylvania. His Gettysburg Address signaled a turn in the war and a turn in the Union's favor. It is remembered as a significant step in the project .. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE MARVELOUS EXCHANGE: RAYMUND SCHWAGER'S INTERPRETATION OF THE ffiSTORY OF SOTERIOLOGY JOHNP. GALVIN The Oath-Olia University of America Washington, D.O. IN A WIDE-RANGING series of studies of disparate material, the French ethnologist and literary critic Rene Girard has proposed 'a remarkably comprehensive anthropological theory. Girard identifies imitation, which inevita.bly issues in rivalry and violence, as the decisive force in human conduct. In primitive societies,,Jacking centralized civil authority and confronted (...) with recurrent threats to survival, a fragile social order is preserved solely by discharging violence upon an arbitrarily chosen victim. According to Girard's analyses, periodic ritual reenactment of this primal event is the source of all great social institutions; the "scapegoat mechanism " thus lies at the root of human culture.1 While Girard has devoted increasing attention to examining the Judeo-Christian tradition from the perspective of his anthropology,2 more thorough application of his thought to Christian theological themes has been undertaken by Raymund Schwager, a Swiss Jesuit professor of dogmatics at the University of Innsbruck. In a book published in 1978, Schwager argued that Girard's theory offers a useful framework for addressing various biblical issues (the pervasiveness 1 Cf. especially Violence and the Sacred (Baltimore: Johns Hopkins, 1977) ; Des choses cachees depuis la fondation du monde (Paris: Grasset & Fasquelle, 1978); The Scapegoat (Baltimore: John Hopkins, 1986). For discussion of the bearing of Girard's thought on biblical issues cf. Robert North, "Violence and the Bible: The Girard Connection," OBQ 47 (1985), 1-27. 2 Cf. esp. Des choses cachees depuis la fondation du monde, pp. 163-304. 675 676 JOHN P. GALVIN of violence in the Old Testament; the diversity of Old Testament depictions of God; the prophetic critique of sacrifice; and the salvific significance of Jesus' public life and death) which have pvoven intractable from other perspectives.3 Since the appearance of that work, he has extended his testing of the theological value of Girard's thought, chiefly through publication of a series of ten articles in the Zeitschrift fur katholische Theologie on major figures and themes from the history of soteriology. These essays, always conceived as an integral whole, have now been gathered in a single volume; as a unit, they form a significant account of the history of Christian thinking on a central theological topic.4 Sohwa;ger devotes his first six studies to the patristic period. His historical survey begins with an examination of the contrasting soteriologies of Marcion and Irenaeus, under the title " The God of the Old Testament and the God of the Crucified " (pp. 7-31). Marcion's questioning of the inner unity of the Old Testament 1 and the apostolic writings led him to reject the Old Testament as the revelation of a creator God of rigorous justice, far inferior to the God of love manifest in Jesus Christ. Corruption of Christ's teachings by his disciples led to the calling of Paul, who alone preached the gospel in pure form. Marcion 1 therefore assembled a canon of Pauline writings (minus alleged regressive intevpolations) rand reconstructed f:vom Lu~e what he judged to he the sole authentic written gospel, one communicated directly to Paul hy Christ. In opposition to such Gnostic thought, Irenaeus rejected any dualism in the understanding of creation and :vedemption and a Brauahen wir einen Siindenbook?: Gewalt und ErlOsung in den biblisohen Sohriften (Munich: Kosel, 1978); an English translation has recently been published: Must There Be Scapegoats?: Violenoe and Redemption in the Bible (San Francisco: Harper & Row, 1987). For presentation and discussion of this stage of Schwager's work cf. John P. Galvin, "Jesus as Scapegoat?: Violence and the Sacred in the Theology of Raymund Schwager," Thomist 46 (1982), 173-194. 4 Der wunderbare Tausoh: Zur Gesohichte und Deutung der ErlOsungslehre (Munich: Kosel, 1986). Pp. 327. DM 34.00. RAYMUND SCHWAGEll AND SOTERlOLOGY 677 consequently defended the unity of the two testaments. Their distinct economies of salvation result from a wise divine pedagogy, ev;er attentive to different stages in the gradual maturation of the human raee. The Old Testament is a preparation for the recapitulation of all things in Christ; it should be understood typologically, iby reference to its... (shrink)

This book, originally published in 1948 by Harper and Row, provides the student and general reader with a sympathetic introduction to the basic concepts and principles of classical, realistic philosophy. Topics include: the perfection of human nature; irresponsibility and its causes; intellectual virtue and moral virtue; the rational guidance of action and the happy life; social ethics; and the philosophy of nature among others.

Putnam, Hilary FPhilosophy of logic. Harper Essays in Philosophy. Harper Torchbooks, No. TB 1544. Harper & Row, Publishers, New York-London, 1971. v+76 pp. The author of this book has made highly regarded contributions to mathematics, to philosophy of logic and to philosophy of science, and in this book he brings his ideas in these three areas to bear on the traditional philosophic problem of materialism versus (objective) idealism. The book assumes that contemporary science (mathematical and physical) is (...) largely correct as far as it goes, or at least that it is rational to believe in it. The main thesis of the book is that consistent acceptance of contemporary science requires the acceptance of some sort of Platonistic idealism affirming the existence of abstract, non-temporal, non-material, non-mental entities (numbers,scientific laws, mathematical formulas, etc.). The author is thus in direct opposition to the extreme materialism which had dominated philosophy of science in the first three quarters of this century. the book can be especially recommended to the scientifically literate, general reader whose acquaintance with these areas is limited to the earlier literature of when it had been assumed that empiricistic materialism was the only philosophy compatible with a scientific outlook. To this group the book presents an eye-opening challenge fulfilling the author’s intention of “shaking up preconceptions and stimulating further discussion”. (shrink)

(1973). THE PASSING OF THE MODERN AGE, John Lukacs (New York: Harper and Row, 1970), pp. ix + 222. $7.95. World Futures: Vol. 13, No. 1-2, pp. 111-121.

This essay returns to John Brown’s so-called Raid on Harpers Ferry and his plan to build a mountain guerilla wing of the Underground Railroad through the Appalachian Mountains in order to theorize a concept of sabotage. Learning from the Haitians and other militant and enslaved rebellions, Brown seems to have interpreted American chattel slavery infrastructurally, which meant the key to abolition was the militant sabotage of the infrastructural racism and oppression.

In lieu of an abstract, here is a brief excerpt of the content:John Dewey: The ChicagoYears GEORGE DYKHUIZEN DEWEYCAMETO CHICAGOin the summer of 1894 as head professor of philosophy at the University of Chicago and left in January, 1905, to become professor of philosophy at Columbia University. During his Chicago years, Dewey's interests led him not only into the field of philosophy but also into that of education, and in each of these areas he acquired a retmtation which placed (...) him among the top thinkers in the country. His work in philosophy resulted in his being acclaimed, along with Charles S. Peirce and William James, as one of the three great founders of American pragmatism, and his achievements in education led to his being regarded as one of the country's most outstanding educational thinkers and a prime mover in educational reform. The University of Chicago was only four years old when Dewey arrived there, but already it had attained a high standing among the universities of the country. The main reason for this was that the University had set out to be not simply another college but a university, like the universities in Europe and like Johns Hopkins and Clark universities in this country. This meant that the graduate schools of the University were to be stressed and that a large part of the faculty was to devote itself exclusively to graduate instruction and research. The type of faculty member the University looked for "must be a teacher, but first and foremost he must be a scholar, in love with learning, with a passion for research, an investigator who could produce, and if what he produced was worthy, would wish to publish." ~ In the four years since its founding, the University had assembled one of the most outstanding faculties in the country, a faculty which included: T. C. Chamberlin in astronomy, Rolin D. Salisburg in geology, Albert Michelson in physics, Jacques Loeb in biology, J. M. Coulter in botany, Thorsten Veblen in political economy, Albion Small in sociology, Paul Shorey in Greek, J. H. Breasted in Egyptology, and R. G. Moulton in English. When Dewey came to the University, therefore, as head of the Department of Philosophy, this meant that he was to teach mostly graduate students, do research, and have associations with some of the most brilliant scholars in the country. These features of the new position had appealed strongly to Dewey when he was considering the offer to 1T. W. Goodspeed, A History of the University of Chicago. The First Quarter (Chicago: 1916), 201. [227] 228 HISTORY OF PHILOSOPHY become professor of philosophy at Chicago and were among the decisive factors in bringing him to the University. William Rainey Harper, president of the University, was in large measure responsible for its early successes. "Those massive buildings, millions of money, thousands of scholars and scores of teachers," wrote one of his admirers, "are a monument to the foresight, nerve, and ceaseless activity of W. R. Harper, a veritable Napoleon in the educational field." 2 Born July 26, 1856, Harper was three years older than Dewey and every bit as precocious. He received his A.B. degree from Muskingum College when he was fourteen; he entered Yale as a graduate student when he was seventeen and got his Ph.D. degree from there at the age of nineteen. Upon receiving his doctorate, he began a career teaching Hebrew first at the Baptist Union Theological Seminary in Chicago and then, in 1886, at Yale. Harper wrote extensively on theological matters and his views prompted an attack on his orthodoxy in 1888. He weathered the storm, however, and throughout his life was a staunch defender of liberal theological thought. Harper had tremendous vitality and enthusiasm, and these qualities, along with his scholarship, led to his appointment as first president of the University when it was founded in 1890. Harper and Dewey were to have close associations on the administrative level, and though many of these were to be pleasant and cordial, others turned out to be not so harmonious and led eventually to Dewey's resignation from the University. Though Harper was particularly concerned that a strong department of philosophy be established at the University, up to the time of Dewey's... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:LANGUAGE, COMMUNICATION, AND REPRESENTATION IN THE SEMIOTIC OF JOHN POINSOT1 }AMES BERNARD MURPHY Dartmouth College Hanover, New Hampshire 1) Language and the Semiotic of John Poinsot HE SEMIOTIC of John Poinsot is to the study of gns what physics is to the study of nature. Physics is oth the most fundamental and the most general science of nature. All natural processes, from the motion of planets (...) to the division of cells, are governed by, but not only by, laws of physics. Similarly, the semiotic of John Poinsot (traditionally known by his Dominican name, John of St. Thomas) is the most fundamental and general science of signs. The actions of all signs -from natural signs such as footprints and symptoms of disease, to signs of communication, such as logical operators and linguistic signs, to signs in cognition, such as concepts and percepts -are governed by, but not only by, the fundamental relational logic of semiosis set forth in his Ars Logica [1632]. If C. S. Peirce can be said to give us a chemistry of sixty-six signcompounds, John Poinsot, suitably revised, gives us the basic physical laws of motion that bring sign, object, and mind into relation.2 i The author would like to acknowledge gratefully the fellowships received from the American Council of Learned Societies and from Dartmouth College supporting the research of this article. I also wish to acknowledge the help of my research assistant, Daniel Glazer, in hunting down many essential books and articles. John Deely assisted by correcting my discussion of some of the finer points of Poinsot's theory as well as by providing many other helpful suggestions for revision. 2 The first modern author to point this out was Jacques Maritain, especially in "Signe et symbole," Revue Thomiste 44 (April 1938), pp. 299-300 and 569 570 JAMES BERNARD MURPHY What I wish to explore here is the question: To what extent does the semiotic of John Poinsot account for the meaning of linguistic signs? In one sense, we cannot expect such a fundamental and general theory of the action of signs to tell us much about language. Language is a surpassingly complex and, in many ways, a unique sign-system. Expecting a general theory of signs to capture the meaning of the linguistic sign is like expecting physics to explain reproductive biology. In another sense, though, we ought to expect his semiotic to illuminate that preeminent system of signs, human language. For in addition to "Le Langage et la theorie du signe," Anne.:re au chapitre II of Quatre essais sur!'esprit dans sa condition charnelle (Nouvelle edition revue et augmentee; Paris: Alsatia, 1956), pp. 113-124. This latter essay appears in a modestly amplified English version, " Language and the Theory of Sign," from Language : An Enquiry into Its Meaning and Function, edited by Ruth Nanda Anshen (New York: Harper and Brothers, 1957), pp. 86-101; and, fully annotated in relation to Poinsot's Tractatus de Signis, it has been reprinted in Frontiers in Semiotics, edited by John Deely, Brooke Williams, and Felicia Kruse (Bloomington, IN: Indiana University Press, 1986), pp. 51-62. Following Maritain, a number of authors have attempted to apply Poinsot's semiotic to contemporary debates. I note the principal ones in chronological order: John A. Oesterle, " Another Approach to the Problem of Meaning," The Thomist 7 (1944), pp. 233-263; John Wild, "An Introduction to the Phenomenology of Signs," Philosophy and Phenomenological Research 8 (December 1947), pp. 217-244; Henry B. Veatch, Intentional Logic (New Haven: Yale University Press, 1952). Poinsot's Treatise on Signs was originally published in 1632 as a small part of volume 2 in the original five volumes (Alcala, Spain: 1631-1635) of his philosophical writings. These five volumes have been published as three volumes under the title Cursus Philosophicus Thomisticus in the modern edition by Beatus Reiser (Turin: Marietti, 1930, 1933, 1937). The first independent presentation of Poinsot's complete Tractatus de Signis was prepared by John Deely in consultation with Ralph A. Powell and published in bilingual critical edition (Berkeley: University of California Press, 1985). Since the publication of this edition of the Tractatus, two major critiques and reconstructions of Poinsot's analysis... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:CATHOLICISM, PUBLIC THEOLOGY, AND POSTMODERNITY: ON RICHARD JOHN NEUHAUS'S " CATHOLIC MOMENT" DAVID L. SCHINDLER University of Notre Dame HAT CATHOLICS should assume.their rightful place m the task of forming a culture, and indeed shaping a public philosophy in and for a pluralistic, dernocrwtic society, is ia suggestion which has not often been heard in the history of American culture, and certainly not from. nonCatholics. It is a (...) suggestion thrut Richard John Neuhaus, a Lutheran pastor, nonetheless makes with eloquence and wit in The Catholic Moment.1 The book makes for enjoyable and even exciting reading. It is difficult for a Catholic, even of a non-itriumphalistic sort, nort rto be moved by his suggestion: not to be stimulated into rserious ~efl.ection upon the meaning of Catholic identity, particularly now in the pT"esent cultural situation in America and indeed the West, which seems-note the subtitle of Neuhaus's book-aptly described in terms of a modernity giving way to posrtmodernity, a modernility searching for genuinely postmodern patterns of thought. Neuhaus is insistent-and the insistence is refresb.ing-,that this reflection be carried through with integri,ty (cf., e.g., p. 150) : the Catholicism. for which our-a postmodern-culture [.g ripe is and must be ·a Caitholicisrn which is fiaithful to the Gospel and to tits own tradition. This double intention of Neuhaus to speak on behalf of a Catholicism which is in and for a postmodern world sets.the context for.the questions I wish to pose in the present inquiry. The meaning of Neuhaus's Catholic moment is twofold: 1 The Catholic Moment: The Parado11J of the Church in the Postmodern World, by Richard John Neuhaus (San Francisco: Harper & Row, 1987). All references in the text are to this book. 107 108 DAVID L. SCHINDLER [It] is the moment in which the Roman Catholic Church in the world can and should be the lead church in proclaiming and exemplifying the Gospel. This can and should also be the moment in which the Roman Catholic Church in the United States assumes its rightful role in the culture-forming task of constructing a religiously informed public philosophy for the American experiment in ordered liberty (p. 282). In.the light of this ~statement, and indeed of the overarching context md[ca;ted by the suhbitle of his book, I wish to direct attention in whait follows to three issues: what Neuhaus takes to be an authentic Catholic Christianity ·and Catholic Christian rtheology (tha;t is, a Christianity which iis f.aithful in" proc1aiming and exemplifyiing the Gospel ") ; what he takes to be the proper sense (the sense required by Ca.tholic Christianity) of the itask of forming ·a culture and " constructing a religiously informed public philosophy" in and for a plumlistic, democrrutic society such as that of America; and finally what he takes to be the ·appropriate sense of this fask in a world which he distinguishes as postmodern. Now Neuhaus develops his response to these issues in terms of wha;t he calls a paradoxical relation between the Church and the world. My purpose in what follows, therefore, will be to e:x;amine the meaning he accords " Catholic, " public," ·and "postmodern," m terms of this central notion of " paradox." I. In his discussion of the relation betwen rthe Church and the world, Neuhaus provides a sketch of the five types proposed by H. Richard Niebuhr (pp. 16ff.). These are: the Church against the world, the Church of the world, the Church above the world, the Church and the world in paradox, and the Church as the transformer of the wor1cl. The first, "the Church against the world," iis what is often identified as a sectarian model, evident for ex;ample in monasticism and in such communities ·as the Hutterites and Mennonites. The second type, " The Church of the world," can be exemplified in nmeitrenth century l.iberial theology 00:d its promotion of a THE CATHOLIC MOMENT 109 " cultural Protesitantism," wherein " rel[gion W18iS to be placed at the service of the besrt in the evolution of society" (p. 19). The model which views: the- Chur'Ch ia;s a transformer of the world "smacks... (shrink)

Today’s Leading Thinkers on Why Things Are Good and Getting Better ed. John Brockman, Harper Perrennial, 2007, pp. xvii-xxii; also appears in The Wall Street Journal Online January 25th, 2008, http://online.wsj.com/public/article_print/SB120120661987514417.html.

An underexamined insight of W. E. B. Du Bois’s John Brown is that John Brown worked for much of his life to cultivate democratic relationships with the Black Americans with and for whom he worked. Brown did so through practicing deference and deliberation, and by seeking authorization. However, Brown’s commitment to these practices faltered at a crucial moment in decision making: when he raided Harpers Ferry absent widespread support. Examining this aspect of John Brown brings into relief (...) an overlooked tragic choice Brown made: To act in accordance with his own substantive vision of what justice required, Brown eschewed democratic ideals and practices that grounded the distinctive relations of equality he had cultivated with the Black communities with and for whom he worked. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Dewey, Implementation, and Creating a Democratic Civic UniversityIra HarkavyThinking begins in... a forked-road situation, a situation that is ambiguous, that presents a dilemma, that poses alternatives.—John Dewey (How We Think 122)The social philosopher, dwelling in the region of his concepts, “solves” problems by showing the relationship of ideas, instead of helping men solve problems in the concrete by supplying them hypotheses to be used and tested in projects (...) of reform.—John Dewey (Reconstruction in Philosophy 192)Democracy must begin at home, and its home is the neighborly community.—John Dewey (The Public and Its Problems 213)democracy, as we all know, is seriously threatened throughout the world (Fisher). In the United States, the chasm-like inequities laid bare by COVID-19, the ongoing killing of black Americans, the violent insurrection at the Capitol, and the continuing attempt to subvert the electoral process are powerful indicators of a system under severe strain (Guardian Staff; Rubin). These developments are also a sign of deep and chronic problems, including the following:1. Increasing economic, political, social, educational, and health inequalities2. Increasing racism, anti-Semitism, and xenophobia3. Increasing attacks on science, knowledge, and democracy itself4. Declining trust in nearly all major institutionsMany things, obviously, contribute to the present situation. Among them is the failure of universities to successfully do what they are supposed to do: educate students to be ethical, empathetic, engaged, democratic citizens, and [End Page 49] advance knowledge for the continuous betterment of the human condition (Benson et al., Knowledge). To use a Marxian framework, but to reject its economic determinism, universities, in my judgment, are not a part of society’s superstructure. They are, to the contrary, a core component of its base (Marx, “Preface”). What they do matters enormously, significantly determining the kind of society we have now and will have in the future.Universities, as former Harvard president Derek Bok and others have emphasized, have become the central societal institutions in the world (Bok, Universities and the Future 3). Research universities, in my judgment, are the most central. They develop new ideas and technologies, incubate businesses, serve as cultural and artistic centers, and are engines of local, national, and global economies. As anchor institutions, they often engage in partnerships with government, the private sector, and community-based organizations to revitalize local neighborhoods and schools (“Anchor Institutions Task Force”). It is the university’s role as an educational institution, however, that is most important.The schooling system increasingly functions as the core subsystem—the strategic subsystem—of modern information societies. Schooling, more than any other subsystem, as John Dewey claimed, influences the functioning of the societal system as a whole. Viewed systemically, it has on balance the greatest “multiplier” effects, direct and indirect, short-term and long-term. Restating these points somewhat differently, I strongly agree with the Chilean sociologist Eugenio Tironi that the answer to the question “What kind of education do we need?” is to be found in the answer to the question “What kind of society do we want?” (Tironi). Education and society are dynamically interactive and interdependent. If human beings hope to maintain and develop a particular type of society, they must develop and maintain the particular type of education system conducive to it. As Dewey in effect argued: No effective democratic schooling system, no democratic society.1For William Rainey Harper, who, as the first president of the University of Chicago, brought Dewey to Chicago, universities are the primary shapers of the American schooling system. In an 1899 speech at the University of California, he perceptively observed that “[t]he school system, the character of which, in spite of itself, the university determines and in a large measure controls.... [T]hrough the school system every family in this entire broad land of ours is brought into touch with the university; for from it proceed the teachers or the teachers’ teachers” (Harper 25). Agreeing with Harper, I contend that higher education institutions powerfully shape the learning, values, and aspirations of students from kindergarten through graduate school. [End Page 50]Given the university’s societal role and influence, creating and sustaining an inclusive, just democratic society requires a... (shrink)

E. H. Gombrich’s bestselling history of the world for young readers tells the story of mankind from the Stone Age to the atomic bomb, focusing not on small detail but on the sweep of human experience, the extent of human achievement, and the depth of its frailty. The product of a generous and humane sensibility, this timeless account makes intelligible the full span of human history. In forty concise chapters, Gombrich tells the story of man from the stone age to (...) the atomic bomb. In between emerges a colorful picture of wars and conquests, grand works of art, and the spread and limitations of science. This is a text dominated not by dates and facts, but by the sweep of mankind’s experience across the centuries, a guide to humanity’s achievements and an acute witness to its frailties. (shrink)

John Hawthorne is widely regarded as one of the finest philosophers working today. He is perhaps best known for his contributions to metaphysics, and this volume collects his most notable papers in this field. Hawthorne offers original treatments of fundamental topics in philosophy, including identity, ontology, vagueness, and causation. Six of the essays appear here for the first time, and there is a valuable introduction to guide the reader through the selection.

In a world plagued by disagreement and conflict one might expect that the exact sciences of logic and mathematics would provide a safe harbor. In fact these disciplines are rife with internal divisions between different, often incompatible, systems. Do these disagreements admit of resolution? Can such resolution be achieved without disturbing assumptions that the theorems of logic and mathematics state objective truths about the real world? In this original and historically rich book John Woods explores apparently intractable disagreements in (...) logic and the foundations of mathematics and sets out conflict resolution strategies that evade or disarm these stalemates. An important sub-theme of the book is the extent to which pluralism in logic and the philosophy of mathematics undermines realist assumptions. This book makes an important contribution to such areas of philosophy as logic, philosophy of language and argumentation theory. It will also be of interest to mathematicians and computer scientists. (shrink)

With the rejection of group selectionist derivations of ecological phenomena so incisively given by George Williams in 1966,43 Nicholson's long-ignored messages met with acceptance. Species benefit became, explicitly, incidental. But the reorientation was not just about a point of ecological theory. It was more fundamentally about theoretical style, the element shared by Wynne-Edwards' work and the newer, evolutionary ecology. That current approach is well expressed in an already classic paper by the British plant ecologist John Harper: Ultimately all (...) the discoveries of descriptive, production or population ecology must find their meaning in evolutionary phenomena... Evolutionary thinking concentrates attention on the behaviour of the individual and his descendants. If nothing in biology has meaning except in the light of evolution and if evolution is about individuals and their descendants — i.e. fitness — we should not expect to reach any depth of understanding from studies that are based at the level of the superindividual... What we see as the organised behaviour of systems is the result of the fate of individuals.44The emphasis in this passage is on style of thinking more than on study matter. What is so different from earlier ecologists is the rejection of the superorganism and its associated baggage of selfimposed constraints in an end-oriented process, such as balance of nature or species-level adaptation.The hallmark of post-1959 evolutionary ecology is the recognition, the making explicit of the question that the selective, genetical process of fitness (fates of genes) has to be separated from the observations of different levels of adaptiveness. An easy conflation of cause and result is no longer satisfying; now attempts to disentangle the complex strands tying population phenomena to the different levels of selection are providing the excitement of a new research program. In this program evolutionary theory is used to define the appropriate questions, as exemplified by the organization of the textbook Evolutionary Ecology.45 Our discussion of the invention of a new approach, with a characteristic style and set of interests, must also be about how the practitioners of ecology have perceived themselves. The early attempts of Poulton and Nicholson were not taken up by the vigorously growing science of ecology, which developed first - and intentionally — along a narrower, hierarchically restrained set of questions about population. The depth of Poulton's and Nicholson's submergence is indicated by the fact that even Wynne-Edwards did not argue in the manner of one rescuing a minor tradition. Rather, he thought he had a new approach, that of placing evolution in the foundations of ecology. Although this approach was not exactly original, we should be cautious in grouping all evolutionary concerns within ecology in one intellectual tradition. The particular style of selectionist deduction invigorated by Wynne-Edwards was successful only in the volatile situation of a rapidly growing discipline, full of self-critical examination and new rigor. Whereas in 1930 evolutionary concerns did not provide that rigor, by 1960 they could - and did. (shrink)

John Passmore was a renowned Australian empirical philosopher and historian of ideas. In this book, which was originally published in 1952, Passmore's intention was to disentangle certain main themes in Hume's philosophy and to show how they relate to Hume's main philosophic purpose. Rather than offering a detailed commentary, the text provides an account based on specificity and critical scholarship, seeking to complement the other more comprehensive works on Hume's philosophy that had become available around the same time. This (...) book will be of value to anyone with an interest in perspectives on Hume and Passmore's philosophical approach. (shrink)

"Despite a dramatic rise in average income in the last 40 years, people are no happier. Since the millennium personal well-being has recently shot up the political and educational agendas, with schools in the UK even including "Personal Well-being" as a curriculum topic in its own right.This book takes teachers, student teachers and parents step by step through the many facets of well-being, pausing at each step to look at the educational implications for teachers and parents trying to make our (...) children's lives more meaningful. With his renowned talent for distilling the most complex of philosophical arguments into accessible laymen's terms, John White addresses the moral maze of well-being through three distinct parts:Part 1 describes the remarkable growth of interest in children's well-being in the UK since 2000, and suggests that a philosophical look at the concept of well-being is essential, so that teachers and parents can avoid confusion and misunderstanding.Part 2 takes the reader step by step through the intricacies of the concept in a deliberately accessible way with each chapter containing a substantial section showing how the new ideas just introduced can be taken up in education, especially in schools.Part 3 is about the future of education for well-being, pulling together, expanding on home as well as school, discussing the main aims and emphases of an education focussed on personal well-being. The author also looks at how school's traditional practices will have to change, given the new focus on well-beingAs well as looking at educational implications of all these questions step by step, the book concludes with an extensive practical guide for families and schools wanting to realise the new well-being agenda.This short, engaging book takes the reader with little or no background in philosophy into these issues. It is of special interest to teachers and parents, since they are now at the sharp end of the culture change we are now experiencing"-- Provided by publisher. (shrink)

This chapter reviews a number of related problems in the epistemology of testimony, and suggests some dilemmas for any theory of knowledge that tries to solve them. Here a common theme emerges: It can seem that any theory must make testimonial knowledge either too hard or too easy, and that therefore no adequate account of testimonial knowledge is possible. The chapter then puts forward a proposal for making progress. Specifically, an important function of the concept of knowledge is to govern (...) the acquisition and distribution of quality information within an epistemic community. Testimonial exchanges paradigmatically serve in the distribution role, but sometimes serve in the acquisition role. The resulting position, it is argued, explains why testimonial knowledge is sometimes easy to get, and sometimes much harder. (shrink)

When and why are coercion, indoctrination, manipulation, deception, and bullshit morally wrongful modes of influence in the context of educating children? Answering this question requires identifying what valid claims different parties have against one another regarding how children are influenced. Most prominently among these, it requires discerning what claims children have regarding whether and how they and their peers are influenced, and against whom they have these claims. The claims they have are grounded in the weighty interests they each equally (...) have in their wellbeing, prospective autonomy and being regarded with equal concern and respect. Plausibly children have valid claims regarding the content and means of influence they themselves are subjected to. For instance, considerations of concern and respect for children confer duties on others enable them to know important information and develop important skills. Children also plausibly have valid claims to be free from certain means of influence including indoctrination. This is because indoctrinatory practices threaten to diminish both their capacity to reason soundly, thereby constituting a wrongful harm, and their opportunities to form judgements and choices in response to relevant evidence and reasons, thereby constituting a wrong of disrespect. (shrink)

In these spirited essays, John D. Caputo continues the project he launched with Radical Hermeneutics of making hermeneutics and deconstruction work together.

John Locke (29 August 1632 - 28 October 1704) was an English philosopher and physician, widely regarded as one of the most influential of Enlightenment thinkers and commonly known as the "Father of Liberalism". Considered one of the first of the British empiricists, following the tradition of Sir Francis Bacon, he is equally important to social contract theory. His work greatly affected the development of epistemology and political philosophy. His writings influenced Voltaire and Jean-Jacques Rousseau, many Scottish Enlightenment thinkers, (...) as well as the American revolutionaries. His contributions to classical republicanism and liberal theory are reflected in the United States Declaration of Independence.Locke's theory of mind is often cited as the origin of modern conceptions of identity and the self, figuring prominently in the work of later philosophers such as David Hume, Rousseau, and Immanuel Kant. Locke was the first to define the self through a continuity of consciousness. He postulated that, at birth, the mind was a blank slate or tabula rasa. Contrary to Cartesian philosophy based on pre-existing concepts, he maintained that we are born without innate ideas, and that knowledge is instead determined only by experience derived from sense perception. This is now known as empiricism. An example of Locke's belief in Empiricism can be seen in his quote, "whatever I write, as soon as I discover it not to be true, my hand shall be the forwardest to throw it into the fire." This shows the ideology of science in his observations in that something must be capable of being tested repeatedly and that nothing is exempt from being disproven. Challenging the work of others, Locke is said to have established the method of introspection, or observing the emotions and behaviors of one's self.Locke's concept of man started with the belief in creation. We have been "sent into the World by order, and about his business, are his Property, whose Workmanship are, made to last during his, not one anothers Pleasure." Like the two other very influential natural-law philosophers, Hugo Grotius and Samuel Pufendorf, Locke equated natural law with the biblical revelation, since in their view both had originated in God and could therefore not contradict each other. "As a philosopher, Locke was intensely interested in Christian doctrine, and in the Reasonableness he insisted that most men could not hope to understand the detailed requirements of the law of nature without the assistance of the teachings and example of Jesus.". (shrink)

In this awaited follow up to his book _Faithful Reason_, the well-known philosopher and Catholic thinker John Haldane brings his unrivalled insight to bear on questions of the existence of God and the nature and destiny of the human soul. His arguments weave elements drawn from philosophy of mind, epistemology and aesthetics, together with recurrent features of human experience to create a structure that simultaneously frames and supports ideas such as that the cosmos is a creation, human beings transcend (...) their material composition, and that human fulfilment lies beyond death. As in many of his other writings this volume blends themes from Aquinas with insights drawn from analytical philosophy and further establishes John Haldane as the leading 'analytical thomist'. (shrink)

The Claims of Common Sense investigates the importance of ideas developed by Cambridge philosophers between the World Wars for the social sciences concerning common sense, vague concepts and ordinary language. John Coates examines the thought of Moore, Ramsey, Wittgenstein and Keynes, and traces their common drift away from early beliefs about the need for precise concepts and a canonical notation in analysis. He argues that Keynes borrowed from Wittgenstein and Ramsey their reappraisal of vague concepts, and developed the novel (...) argument that when analysing something as complex as social reality, theory might be simplified by using concepts which lack sharp boundaries. Coates then contrasts this conclusion with the view shared by two contemporary philosophical paradigms - formal semantics and Continental post-structuralism - that the vagueness of ordinary language inevitably leads to interpretive indeterminacy. Developing a link between Cambridge philosophy and work on complexity, vague predicates and fuzzy logic, he argues that Wittgenstein's and Keynes's ideas on the economy of ordinary language present a mediating route for the social sciences between these philosophical paradigms. (shrink)