Against the backdrop of a global pandemic, this study investigates how U.S. higher education leaders have centered their crisis management on values and guiding ethical principles. We conducted 55 in-depth interviews with leaders from 30 U.S. higher education institutions, with most leaders participating in two interviews. We found that crisis plans created prior to the COVID-19 pandemic were inadequate due to the long duration and highly uncertain nature of the crisis. Instead, higher education leaders applied guiding principles on the fly (...) to support their decision-making. If colleges and universities infuse shared values into their future crisis plans, they will not have to develop a moral compass on the fly for the next pandemic. This paper suggests the following somewhat universal shared values: engage in accuracy, transparency, and accountability; foster deliberative dialog; prioritize safety; support justice, fairness, and equity; and engage in an ethic of care. To navigate ethics tensions, leaders need to possess crisis-relevant expertise or ensure that such expertise is present among crisis management team members. Standing up formal ethics committees composed of diverse stakeholders also is instrumental in navigating tensions inherent in crises. The next pandemic is already on the horizon according to experts. Through infusing values into future crisis plans, higher education leaders can be confident that their responses will be grounded in their communities’ shared values. (shrink)

At the 1969 annual meeting of the American Association for the Ad vancement ofScience, held in Boston on December 27-29, a sequence of symposia on the philosophical foundations of science was organized jointly by Section L of the Association and the Boston Colloquium for the Philosophy of Science. Section L is devoted to the history, philos ophy, logic and sociology of science, with broad connotations extended both to 'science' and to 'philosophy'. With collaboration generously extended by other and more specialized (...) Sections of the AAAS, the Section L program took an unusually rich range of topics, and indeed the audiences were large, and the discussions lively. This book, regrettably delayed in publication, contains the major papers from those symposia of 1969. In addition, it contains the distin guished George Sarton Memorial Lecture of that meeting, 'Boltzmann, Monocycles and Mechanical Explanation' by Martin J. Klein. Some additions and omissions should be noted: In Part 1, dedicated to the 450th anniversary of the birth of Leonardo da Vinci, we have been una bie to include a contrihution by Elmer Belt who was prevented by storms from participating. In Part II, on physics and the explanation of life, we were unable to persuade Isaac Asimov to overcome his modesty about the historical remarks he made under the title 'Arrhenius Revisited'. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Charles Faulkner Bryan: His Life and MusicTerese M. VolkCarolyn Livingston, Charles Faulkner Bryan: His Life and Music ( Knoxville, TN: University of Tennessee Press, 2003)There are many biographical studies in music education history.1 Indeed, it seems one of the easiest fields in historical research to mine—that is, until the researcher finds him or herself in the midst of what could be a years-long endeavor. Then the choice is (...) to commit to the research or quit. Carolyn Livingston did not quit. Her research began in 1981, continued through twenty years of investigations, interviews, library searches, and analyses, and has culminated in Charles Faulkner Bryan: His Life and Music. This book is not just the usual sequence of events in the life of a musician. Rather, it is more like becoming acquainted with someone you have never met before, yet feel comfortable with immediately. Charles Faulkner Bryan is genuinely likeable, and Livingston brings the person of Bryan to the fore and lets his humanity shine through his life and his music.Charles Faulkner Bryan: His life and Music is divided into two sections (pre- and post-WWII), each with four chapters. Livingston looks at this musician from several perspectives: the composer, the educator, the researcher, and the man. Appalachian folk music is the theme that connects the chapters, as it connected the events in Bryan's life. [End Page 211]Chapter 1 focuses on Bryan's youth, during which he and his family discovered his musical abilities. From performing at school, to building his own "turtle uke,"2 to his studies at the Nashville Conservatory of Music, Livingston describes the family support behind his developing musicality. Chapter 2 shows the reader his humanity even more clearly. Livingston tells of his early career as a music educator at the Tennessee Polytechnic institute; his marriage; and his mentorship of a young Black singer, J. Robert Bradley. That Bryan, a white Southerner, gave voice lessons to Bradley was not only generally unheard of with segregation as it was in the United States during the 1930s, but was dangerous to his career as well. Bryan moved on to teach at Peabody College in Nashville and then worked for the Works Progress Administration (WPA) Music Program on the Tennessee Music Project. Later he became the assistant state coordinator for the Tennessee State Defense Council. During both of these service positions, he called for music education improvements in Tennessee. Commenting on his work during this period, Livingston says, "Bryan was both of his time and ahead of his time... grounded in reality and yet visionary."3In Chapter 3, Livingston gives the reader a review of the "status of folk music scholarship and performance" as it existed in the 1930s.4 She takes pains to introduce the folk music researchers and musicians who influenced Bryan in his work with Appalachian folk music: Lucien L. McDowell and Flora Lassiter McDowell, George Pullen Jackson, Charles Seeger, and John Jacob Niles. These connections and friendships were to influence his awareness of Appalachian folk music and would continue for the rest of his life. By 1945 he had come to be considered an authority on folk music in his own right and his vision of this music came to encompass "the ultimate meaning in representing America itself."5Chapter 4 traces Bryan's development as a composer. It is in this chapter that Livingston begins to incorporate analyses of Bryan's most popular compositions. Her reviews of these compositions are clear and detailed without being overly theoretical. Some of the selections she analyzes include "Charlottown," "The Ballad of the Harp Weaver," and the White Spiritual Symphony. The Symphony in particular shows his respect for the folk songs he incorporated in this composition. Indeed, as Livingston points out several times, he maintained the integrity of these songs in all his compositions and performances. Chapter 4 concludes with Bryan's academic achievements: a Guggenheim Fellowship for music composition and his acceptance at Yale University to study composition under Hindemith.Livingston continues the discussion and analyses of Bryan's compositions in Chapter 5, detailing his time at Yale. His completed choral works from this period include the "Bell... (shrink)

Conceptions of autonomy in western philosophy and ethics have often centred on self-governance and self-determination. However, a growing bulk of literature also questions such conceptions, including the understanding of the autonomous self as a self-governing independent individual that chooses, acts, and lives in accordance with her or his own values, norms, or sense of self. This article contributes to the critical interrogation of selfhood, autonomy, and autonomous decision making by combining a feminist focus on relational dimensions of selfhood and autonomy (...) with phenomenological philosophy of the embodied self as being-in-the-world. It offers a philosophical investigation of different dimensions of bodily relational autonomy by turning to phenomenological accounts of the lived body as self-reflexive. When so doing, we hope to contribute to bridging the gap that sometimes exists between discussions of autonomy in analytic moral philosophy and of freedom and facticity in phenomenological philosophy. We see this gap as unfortunate, and hold that a nuanced understanding of autonomy and autonomous decision making can be reached if these strands of philosophy are brought into dialogue. (shrink)

This collection of articles pays homage to the creativity and scientific rigor Jerome Singer has brought to the study of consciousness and play. It will interest personality, social, clinical and developmental psychologists alike.

Jean Philiponus s'est toujours opposé à la notion nestorienne des anges servant les hommes à la place de Dieu. Jean Philiponus s'inscrit dans le courant égyptien critique de la fin du VIe siècle de certains récits apocryphes des anges dans l'univers primitif. L'argumentation de Philoponus est anti-dyophysite. Il s'attache à démontrer que l'univers que nous percevons est peuplé d'entités non corporelles puissantes, au service de Dieu et dont le rôle est de faire passer des messages aux êtres humains. Ces entités (...) ont été créées par le Dieu trinitaire avant l'acte divin de création. (shrink)

The risks taken into account in legal decision-mak- ing are, often, matters of life and death, but the way we think about risk is flawed. This is a problem. The dominant account of how emotions are involved in risky decision-making follows the standard probabilistic account of risk. If we entertain a modal ac- count of risk, however, this changes the way in which a host of legal actors—members of the jury, judges, defendants, lawyers, legislators, regulators, and police—ought to think about (...) how emotions impact risk evaluation. In what follows, I examine what taking a modal account of risk would mean for the way we under- stand emotions in the evaluation of legal risk: specifically, the risk of wrongful conviction. The present chapter draws on contemporary research in the epistemology of risk to examine how emotions can influence the evaluation of legal risk. I first review a distinction between two understandings of risk—the probabilistic account and the modal account—and demonstrate how the probabilistic account is in- complete. Next, I highlight how emotion can be seen to mediate decision-making in a series of empirical studies on the assessment of gruesome photographic evidence. I then analyse the standard accounts of how emotions play a role in risk assessment, which build upon a probabilistic account of risk. A modal account of risk and emotion is then offered, demonstrating the ways in which emotions can contribute to the evaluation of risk understood modally. Finally, I consider what legal practices and structures need to be refined or abandoned in order to facilitate the condi- tions most conducive to harnessing the evaluative power of emo- tions in legal decision-making. (shrink)

Montesquieu's Persian Letters has long been thought to conceal a secret chain uniting the various letters which comprise the work. An examination of the historical context of the Persian Letters, the characters' remarks on justice and self- interest, and the important literary techniques that Montesquieu employs, helps to bring the secret chain to light. The work's letters are written and sequenced to show how self-interest can overawe justice, emphasizing the need for fair and reasonable third party involvement in order to (...) achieve justice in human affairs. Montesquieu calls upon readers to serve as the final link in this chain, prompting the reader ultimately to consolidate the Persian Letters' treatment of politics, philosophy and morality. (shrink)

Erasmus wrote his Colloquies as educational material for training boys in Latin conversation. This volume of the Amsterdam edition of the Latin texts of Erasmus offers a critical edition of the Latin texts of these influential, creative writings, which resemble short Latin plays.