Jerrold Levinson’s Contemplating Art provides the readers with a variety of heterogeneous topics and issues. The discussants who took part in the Forum about Levinson’s book chose four different “tracks” dealt with, offering four different reflections. The main topics of the debate are: music, historicity, aesthetic properties and aesthetic contextualism. Starting on the fact that music is one of the main fields of Contamplating Art Alessandro Bertinetto focus his paper on the ‘musical’ chapters of the book that 1) (...) defend the theory of musical expressivity presented by Levinson in his previous books ; 2. articulate it in reference to particular aspects of musical experience, and 3. examine its contribution for the understanding of the narrative and dramatic dimension of music as well as 4., in general, for its artistic value. Michele Di Monte’s aim is to focus on the questions raised by the alleged essential historicality of the concept of art and the formal definition of the concept itself. He discusses, in particular, the epistemic basis and status of what Levinson calls ‘our present concept of art’, the logical outcomes of its role in defining and identifying the art of the past and the problematic relationship between a universality requirement and the theory’s pretension to historicality. Filippo Focosi discusses in the first place the passages of Levinson’s book where his paradigmatic aesthetic principle explicitly occurs; secondly, he shows how such a principle, as is there articulated, can disclose interest perspectives on other aspects of Levinson’s theories about art and aesthetic properties. The paper by Lisa Giombini focuses on on the role of context in Levinson’s definition of art.Afterdefining Levinson’s version of aesthetic contextualism, Giombiniunderlines how Levinson’s intentional-historical definition may provide fertile ground for a peculiar form of contextualism where the relevant context is constituted by the history of art and the practice of art alone. Finally she inquires whether Levinson’s identifying works of art with wholly relational intentionally-historically defined concepts may interfere with his adhesion to aesthetic realism. (shrink)

The Demands of Liberal Education analyses and applies contemporary liberal political theory to certain key problems within the field of educational theory. Levinson examines problems centred around determining appropriate educational aims, content and institutional structure and argues that liberal governments should exercise a much greater control over education than they now do. Combining theoretical with empirical research, this book will interest and provoke scholars, policy makers, educators, parents, and all citizens interested in education politics.

Those aspects of language use that are crucial to an understanding of language as a system, and especially to an understanding of meaning, are the acknowledged concern of linguistic pragmatics. Yet until now much of the work in this field has not been easily accessible to the student, and was often written at an intimidating level of technicality. In this textbook, however, Dr Levinson has provided a lucid and integrative analysis of the central topics in pragmatics - deixis, implicature, (...) presupposition, speech acts, and conversational structure. A central concern of the book is the relation between pragmatics and semantics, and Dr Levinson shows clearly how a pragmatic approach can resolve some of the problems semantics have been confronting and simplifying semantic analyses. The complexity of these issues is not disguised, but the exposition is always clear and supported by helpful exemplification. The detailed analyses of selected topics give the student a clear view of the empirical rigour demanded by the study of linguistic pragmatics, but Dr Levinson never loses sight of the rich diversity of the subject. An introduction and conclusion relate pragmatics to other fields in linguistics and other disciplines concerned with language usage - psychology, philosophy, anthropology and literature. Many students in these disciplines, as well as students of linguistics, will find this a valuable textbook. (shrink)

Classical cognitive science was launched on the premise that the architecture of human cognition is uniform and universal across the species. This premise is biologically impossible and is being actively undermined by, for example, imaging genomics. Anthropology (including archaeology, biological anthropology, linguistics, and cultural anthropology) is, in contrast, largely concerned with the diversification of human culture, language, and biology across time and space—it belongs fundamentally to the evolutionary sciences. The new cognitive sciences that will emerge from the interactions with the (...) biological sciences will focus on variation and diversity, opening the door for rapprochement with anthropology. (shrink)

Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly ordinary and immensely challenging, yet there are few opportunities and resources to help educators think through the ethical issues at stake. Drawing on research and methods developed in (...) the Justice in Schools project at the Harvard Graduate School of Education,_ Dilemmas of Educational Ethics_ introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honors the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize in educational policy and practice. At the heart of the book are six richly described, realistic accounts of ethical dilemmas that have arisen in education in recent years, paired with responses written by noted philosophers, empirical researchers, policy makers, and practitioners, including Pedro Noguera, Howard Gardner, Mary Pattillo, Andres A. Alonso, Jamie Ahlberg, Toby N. Romer, and Michael J. Petrilli. The editors illustrate how readers can use and adapt these cases and commentaries in schools and other settings in order to reach a difficult decision, deepen their own understanding, or to build teams around shared values. (shrink)

Volume 20, Issue 10, October 2020, Page W4-W7.

[Derek Matravers] Jerrold Levinson maintains that he is a realist about aesthetic properties. This paper considers his positive arguments for such a view. An argument from Roger Scruton, that aesthetic realism would entail the absurd claim that many aesthetic predicates were ambiguous, is also considered and it is argued that Levinson is in no worse position with respect to this argument than anyone else. However, Levinson cannot account for the phenomenon of aesthetic autonomy: namely, that we cannot (...) be put in a position to make an aesthetic judgement by testimony alone. Finally, Levinson's views on the ontology of aesthetic properties are considered and found wanting. /// [Jerrold Levinson] Being an aesthetic realist is hard work. Derek Matravers has raised a number of concerns for the brand of aesthetic realism that I have defended in the past, and that I continue to defend, albeit with modification. Much turns on the nature of aesthetic properties, and on the reasons for acknowledging their existence. I here try to provide further illumination on both scores, suggesting in particular that many aesthetic properties can be viewed as manifest higher-order ways of appearing. Toward the end of my discussion the question of whether or not aesthetic properties are response-dependent is addressed, and I offer the tentative conclusion that some are, and some are not. (shrink)

When we speak, we mean more than we say. In this book Stephen C. Levinson explains some general processes that underlie presumptions in communication.

Marshall McLuhan died on the last day of 1980, on the doorstep of the personal computer revolution. Yet McLuhan's ideas anticipated a world of media in motion, and its impact on our lives on the dawn of the new millennium. Paul Levinson examines why McLuhan's theories about media are more important to us today than when they were first written, and why the Wired generation is now turning to McLuhan's work to understand the global village in the digital age.

Contemplating Art is a compendium of writings from the last ten years by one of the leading figures in aesthetics, Jerrold Levinson. The twenty-four essays range over issues in general aesthetics and those relating to specific arts--in particular music, film, and literature. It will appeal not only to philosophers but also to musicologists, literary theorists, art critics, and reflective lovers of the arts.

These are difficult times for the project of ‘political liberalism’. Frank Michelman is one of the most distinguished advocates for liberal constitutionalism, and one can only wonder if the time has past – that is, if the ‘owl of Minerva’ has perhaps flown – with regard to a constitutional project identified very much with the mid-20th century.

The core niche for language use is in verbal interaction, involving the rapid exchange of turns at talking. This paper reviews the extensive literature about this system, adding new statistical analyses of behavioral data where they have been missing, demonstrating that turn-taking has the systematic properties originally noted by Sacks et al. (1974 ; hereafter SSJ). This system poses some significant puzzles for current theories of language processing: the gaps between turns are short (of the order of 200 ms), but (...) the latencies involved in language production are much longer (over 600 ms). This seems to imply that participants in conversation must predict (or ‘project’ as SSJ have it) the end of the current speaker’s turn in order to prepare their response in advance. This in turn implies some overlap between production and comprehension despite their use of common processing resources. Collecting together what is known behaviorally and experimentally about the system, the space for systematic explanations of language processing for conversation can be significantly narrowed, and we sketch some first model of the mental processes involved for the participant preparing to speak next. (shrink)

Civic education that prepares students for principled civic participation is vital to democracy. Schools face significant challenges, however, as they attempt to educate for democracy in a democracy in crisis. Parents, educators, and policy‐makers disagree about what America's civic future should look like, and hence about what schools should teach. Likewise, hyperpartisanship, mutual mistrust, and the breakdown of democratic norms are perverting the kinds of civic relationships and values that schools want to model and achieve. Nonetheless, there is strong evidence (...) that young people want to be civically engaged and are hungry for more and better civic learning opportunities. Reviving the civic mission of schools is thus a win‐win‐win. Adults want it, youth want it, and democracy needs it. We propose three means by which educators and the public can reconstruct our common purpose and achieve civic innovation to help democracy in crisis: support action civics, strengthen youth leadership outside the classroom, and engage both students and adults with “hard history” and contemporary controversies. (shrink)

Demonstratives play a crucial role in the acquisition and use of language. Bringing together a team of leading scholars this detailed study, a first of its kind, explores meaning and use across fifteen typologically and geographically unrelated languages to find out what cross-linguistic comparisons and generalizations can be made, and how this might challenge current theory in linguistics, psychology, anthropology and philosophy. Using a shared experimental task, rounded out with studies of natural language use, specialists in each of the languages (...) undertook extensive fieldwork for this comparative study of semantics and usage. An introduction summarizes the shared patterns and divergences in meaning and use that emerge. (shrink)

My goal in this paper 1 is, first, to collect together a number of themes and observations that have usually been kept apart, locked up in their respective disciplines. When these are brought together, some general and far reaching implications become really rather clear. In particular, I want to make a case for the implicit coherence of these themes in the idea that.

This essay explores some aspects of the relation between philosophy and music. First, how music can inspire philosophy; second, how philosophy can inspire music. Mathematics as a middle term between music and philosophy, the idea of wholeness in a musical composition or a philosophical text, music as a mode of thought displaying traits such as logic, coherence, and sense—these are some ways in which music and philosophy may be seen to be connected. Also, composers sometimes have explicit recourse to philosophical (...) ideas in advancing their music, there being prominent examples of this in the twentieth century. Lastly, given there is such a thing as the philosophy of music, might there also be the music of philosophy? (shrink)

This is a long-awaited reissue of Jerrold Levinson's 1990 book which gathers together the writings that made him a leading figure in contemporary aesthetics. These highly influential essays are essential reading for debates on the definition of art, the ontology of art, emotional response to art, expression in art, and the nature of art forms.

This chapter contains sections titled: References.

Does aural understanding depend upon reflective awareness of musical architecture or large-scale musical structure? Jerrold Levinson thinks not.

Religious Investigations of William James.

This is a long-awaited reissue of Jerrold Levinson's 1990 book which gathers together the writings that made him a leading figure in contemporary aesthetics. These highly influential essays are essential reading for debates on the definition of art, the ontology of art, emotional response to art, expression in art, and the nature of art forms.