In lieu of an abstract, here is a brief excerpt of the content:Rembrandt and Collections of His Art in America: An NEH Curriculum ProjectJoseph M. Piro (bio)IntroductionI have asked myself whether the short time given us would be better used in an attempt to understand the whole of the universe or to assimilate what is within our reach.—Paul CézanneThis issue of the Journal of Aesthetic Education features an arts education curriculum project that was designed to use the oeuvre of Rembrandt (...) van Rijn—seventeenth-century Dutch painter, etcher, and draftsman extraordinaire—as a teaching resource. A partnership of scholars, university professors, museum educators, and classroom teachers designed the project, which uses Rembrandt as the prism through which to diversify teaching of the core content areas of social studies and visual art. Members of this team attempted to expand the boundaries of themes traditionally found in art and other humanities disciplines by linking these with the social sciences, thereby forming what might be called “humanistic social studies.” The final product is a Web site to which teachers and those interested in using this type of instructional approach in their classroom teaching will have access. Funding for this project derived from a National Endowment for the Humanities (NEH) Curriculum Materials Development grant designed to promote the teaching of the humanities and support projects that can serve as national models.1In the eyes of many, Rembrandt is viewed primarily as a “European” artist. Although it is true that many of his major works are found in museums across Europe, he is generously represented in the holdings of collections across America. Yet for many teachers in the United States he remains an enigmatic figure; knowledge about his art is limited, and the U.S. museum collections of his work remain untapped for classroom application. To broaden the appeal and teaching potential of his work, the project team [End Page 1] mined this collection of “American” Rembrandts. Specifically, the project, targeted at secondary art and social studies teachers (grades 6 through 12), is committed to building and increasing the capacities of teachers to network knowledge of Rembrandt’s art with their classroom practice. Further, with its grounding in aesthetic education theory within a humanities framework, the project endeavors to promote instructional innovation and encourage teachers to break new ground in high-impact classroom pedagogy. The timing of the project and its ongoing development was not accidental. They converged with events held in 2006 to commemorate the four hundredth anniversary of Rembrandt’s birth. These events ranged from worldwide museum exhibitions to publications of books containing new insights on Rembrandt, all of this aimed at celebrating an artist whose achievements many consider to be a zenith of world culture.Why Rembrandt: The Rationale for the ProjectWhy is Rembrandt the artist at the center of this project? There are any number of good reasons, but the project’s rationale centers around three in particular. First, to borrow a term from Peter Kivy, Rembrandt is the ultimate “aesthetic symbol,”2 an indisputably blue-chip figure who produced some of the greatest masterworks of world art, many of which students find both intellectually engaging and psychologically insightful. Traditionally, teachers have striven to enrich the aesthetic lives of their students with exemplars of the human mind, and the genius of Rembrandt provides a potent opportunity to do so.3 By studying an artist of such stature teachers can develop students’ cultural intelligence and visual literacy and present opportunities to observe and decode substantive, challenging masterworks of art. In this context, Rudolf Arnheim describes a painting by Rembrandt as containing a network of “visual arrows” that communicate multiple experiences about the human condition, including love, tenderness, and desire, among others. Arnheim speaks of the additive nature of the experience, how the viewer—almost like a mathematician—needs to learn how to add up the clues and arrive at a solution. He does not intend, of course, for the viewer to have an impersonal, “clinical” experience. Rather, he writes, “art... is one of the most powerful instruments available to us for the fulfillment of life. To withhold this benefit from human beings is to deprive them indeed.”4Second, there is a cognitive complexity embedded in... (shrink)

This paper argues that The Prince should be read as bearing uncomfortably specific policy recommendations, namely for the work's dedicatee Lorenzo de' Medici to kill his uncle Pope Leo X and the college of cardinals to begin unifying Italy. In support of the argument, the paper develops Machiavelli's parallel construction between Chapters Six and Twenty-Six, where he mysteriously omits Romulus from a list of great founders whose example should be emulated. In short, Chapter Twenty-Six is an integral, integrated part of (...) The Prince. (shrink)

Interpreting John Paul II's message to the Pontifical Academy of Sciences in the context of the new scientific discoveries concerning the mitochondrial DNA, one can argue that the human species emerged in Africa some 200,000 years ago. The very problem of the emergence of the human soul in the process of biological evolution represents a subject outside the cognitive competence of science. Attempts can be undertaken to explain this issue in the epistemological perspective of philosophy and theology. In traditional versions (...) of evolutionary theism, God* s interaction in nature was interpreted in causal categories when deterministic dependences were stressed in the process of evolutionary growth. In new proposals, God's presence in an evolving nature has been explained in categories of potentialities and propensities built by God into an evolving Nature. Consequently, in this approach God could be conceived not as a Paleyan designer but rather as a composer unfolding the possibilities hidden in His creation. The future of the evolutionary process depends not only on cosmic physical determinants; it depends to a large extent on the quality of cooperation of human actions with the influence of the Divine Creator. Accordingly, the shape of human culture, as well as the state of moral consciousness of Homo sapiens, should be taken into consideration to discuss the future evolution of the human species. /// Interpretando a mensagem do Papa João Paulo II à Academia Pontifícia das Ciências no contexto das novas descobertas científicas referentes ao DNA mitocondrial, o autor do artigo considera ser possível defender que a espécie humana surgiu em África há cerca de 200 000 anos. Mas o problema da emergência da alma humana no contexto do processo da evolução biológica representa um assunto que está fora da competência cognitiva da ciência. Contudo é possível realizar tentativas no sentido de explicar esta questão na perspectiva epistemológica da filosofia e da teologia. Nas versões tradicionais do teísmo evolutivo, a interacção de Deus com a natureza era interpretada segundo categorias causais quando as dependências deterministicas eram sublinhadas no processo do desenvolvimento evolutivo. No contexto de novas propostas interpretativas, a presença de Deus na ordem evolutiva tem sido explicada em termos das potencialidades e das propensidades induzidas por Deus na Natureza em evolução. Consequentemente, segundo esta abordagem Deus poderia ser concebido não como sábio projectista de que fala William Paley, mas antes como um compositor fazendo vir ao de cima as possibilidades escondidas na sua própria criação. O futuro do processo evolutivo depende não apenas das determinantes físicas do cosmos; ele depende em larga medida da qualidade da cooperação das acções humanas com a influência do Criador. Neste sentido, o artigo defende que a forma da cultura humana, bem como o estado da consciência moral do homo sapiens deve ser tido em consideração em ordem a se poder discutir a evolução futura da espécie humana. (shrink)

IN DEBATES CONCERNING the relationship between basic principles of Whiteheadian process philosophy and the classical doctrine of substance, one can distinguish at least three types of essentially different approaches to the discussed issue: Process metaphysics implies definitive rejection of substantialist categories of traditional philosophy, and introduces a radically new perspective in which notions of flux and change replace the former categories of enduring substances and relative immutability of individual subjects. Whitehead's approach to the traditional doctrine of substance results in a (...) strong critique of it but not in total rejection. Certain elements of the Aristotelian and Cartesian legacy must be critically revised, but they cannot be eliminated from a rational interpretation of nature. Their implicit presence in Whiteheadian interpretative schemes substantiates the opinion that process metaphysics introduces a reformed version of the doctrine of substance. In spite of explicit critique of the concept of substance found in Whitehead's texts, the same texts implicitly presuppose the necessity of reference to certain substantialist categories. Whitehead himself did not always formally recognize such a necessity; his metaphysical assertions, however, provide an objective basis for developing a modified theory of substance. (shrink)

This article may be of significant interest to those who may want to reconsider Aristotelian principles in the light of the philosophy of science---i. e., the Aristotelian Thomistic philosophy of sensation as harmonizable with recent findings in the physics/chemistry/physiology of sensation, especially in correlation with research in colorimetry and spectrophotometry. Primarily metaphysical and epistemological in orientation, this paper makes a case for “methodological realism”---viz., how evidence may be grasped, judged, and interpreted in a way that recognizes extemal sense objects to (...) be criteria for verifying statements made about these objects. Amongst the matters and/or problems, considered philosophically, historically, and scientifically, in the course of the article, are: the kinds of sensible qualities discoverable by us; the problem of “immediate” sensation; an analysis of the intemal process of sensation, investigated in conjunction with insights from Aquinas and today’s science; objective/subjective aspects of sensation; causality in sensation; sceptical positions regarding sensation; the problem of sense error; a critique of Descartes’s assumptions about sensation; a sumrnary of conclusions, based on this examination. (shrink)

When I say ‘pain’, it is clearly a singular phenomenon. Yet if I ask for an example, you can provide many varying instances that confound the idea of its singularity. How can a pinprick be of the same thing as depression or grief? This study maintains the singularity of pain by exploring the process and structure of its experience to account for its variance and its subjectivity. Heidegger’s Being and Time provides the pathway to achieving this, where we comprehend how (...) pain’s myriad manifestations, and their inherent subjectivity, relate to our way of Being – the meaningful horizon through which we encounter pain. The study comes to tie the process of encountering pain with a structure that suffering provides, which explains both the variance and the subjectivity of the pain experience. This can then be mapped onto individual experiences of a singular phenomenon to understand how they arose and what has conditioned them. (shrink)

Archer examines sex differences in aggression, and argues that these differences may be better explained by sexual selection theory than by social role theory. This commentary examines sex differences in the developmental antecedents of aggression and violence, and presents a preliminary framework for examining whether the observed sex differences amongst these developmental antecedents can also be accounted for by sexual selection theory.

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 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 has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and (...) made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. 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 removal of controversial names and monuments from the public sphere in the United States has gained traction in the context of efforts to achieve social justice for historically mistreated and marginalized communities. Such debates are increasingly raising issues in the healthcare setting as hospitals and medical schools grapple with the legacies of figures whose scientific contributions are clouded with ethical transgressions. Present efforts to address these challenges have largely occurred at the institutional level. The results have been guidelines that (...) are complex, highly inconsistent across institutions, and largely downplay the symbolic importance of such historical redress. This paper proposes a simpler three-part test for name and monument removal in the medical and hospital settings that places greater weight on the symbolic importance of the renaming process itself instead of only considering the outcomes. (shrink)

In his recent article, ‘A Gift to Theology? Jean-Luc Marion's ‘Saturated Phenomena’ in Christological Perspective’, Brian Robinette has critiqued Marion's phenomenology for confining theology to a one-sided approach to Christology, one that stresses only the passive, mystical reception of Christ. To correct this imbalance, Robinette brings Marion into dialogue with those more active Christologies or ‘prophetical-ethical’ liberation theologies of Gustavo Gutierrez, Johann Baptist Metz and others that stress a life-praxis focused on confronting evil and suffering. In this essay I am (...) arguing that Robinette has not fully developed the ‘logic’ of Marion's phenomenology of the ‘call and the gifted’, in which both a passive and an active element are operative. I explore more fully that very dynamic phenomenological process of the call-and-the-gifted as developed in Marion's work Being Given: Toward a Phenomenology of Givenness. Once viewed in Christological perspective, and especially in light of Christ's death and resurrection, Marion's phenomenology entails an ethical trope consistent with the mission of Christ as rendered in Scriptural revelation, and thus the gap between Marion's work and the prophetical-ethical theologies of Gutierrez and Baptist Metz becomes narrowed. (shrink)