To assess whether and how environmental values and sense of place relate to sustainable farming practices, we conducted a study in South Kona, Hawaii, addressing environmental values, sense of place, and farm sustainability in five categories: environmental health, community engagement and food security, culture and history, education and research, and economics. We found that the sense of place and environmental values indexes showed significant correlation to each category of sustainability in both independent linear regressions and multivariate regression. In total, sense (...) of place explained a larger share of the overall farm performance. However, each indicator showed relative strengths; environmental values showed significantly higher correlation to environmental and educational practices. Furthermore the scales were complimentary, and the use of both scales greatly improved prediction of good farming practices from a multiple-impact perspective. With implications for community and environmental impacts, results suggest that a more comprehensive view of farmers’ environmental values and place connections may help illuminate individual farmers’ decisions and sustainability-related practices. (shrink)

Ten new graduate speech pathologists recounted their experiences in managing workplace ethical dilemmas in semi-structured interviews. Their stories were analysed for elements that described the nature and management of the ethical dilemmas. Ethical reasoning themes were generated to reflect the participants’ approaches to managing these dilemmas. Finally, a conceptual model, the Dynamic Model of Ethical Reasoning, was developed. This model incorporates the elements of awareness, independent problem solving, supported problem solving, and decision and outcome evaluation. Features of the model demonstrate (...) the complexity of ethical reasoning and the challenges that new graduates encounter when managing ethical dilemmas. The results have implications for preparing new graduates to manage ethical dilemmas in the workplace. (shrink)

This article addresses the issue of properly assenting children with psychotic disorders to participate in clinical research. Due to the protective concerns with such a vulnerable population, additional precautions are necessary to ensure that youth with psychotic disorders assent to research with an appropriate level of understanding regarding study procedures. Current literature suggests that positive/negative symptoms and minor cognitive deficits do not interfere with the ability to comprehend study-related information for adults with psychosis if the study information is presented through (...) an educative process. Similarly, youth benefit from repeated presentation of procedures and periodic assessment of their comprehension. An integrated educative process is proposed that emphasizes the importance of an interactive consent through repetition and participant/investigator feedback. (shrink)

Emotion evaluations are assumed to play a crucial role in the emotion regulation process. We tested a postulate from our framework of emotion dysregulation (Nowak, U., Wittkamp, M. F., Clamor, A., & Lincoln, T. M. [2021]. Using the Ball-in-Bowl metaphor to outline an integrative framework for understanding dysregulated emotion. Frontiers in Psychiatry, 12, 118), namely that the extent to which individuals evaluate an emotion as harmful and their personal resources to modify and accept/tolerate the emotion as sufficient predict the (...) subsequent use of regulation strategies. Participants (n = 118) from a community sample took part in an experience-sampling assessment over 7 days including 10 daily paired measurements. The first measured momentary affective valence and arousal along with harmfulness evaluations and evaluations of personal resources to modify and accept/tolerate an emotion. The second followed three minutes later and measured emotion regulation strategies. The more harmful individuals evaluated an emotion, the more likely they were to use an emotion regulation strategy. The more harmful individuals evaluated an emotion, and the less sufficient they evaluated their personal resources to accept/tolerate an emotion, the more likely they were to use a maladaptive emotion regulation strategy. We conclude that emotions that people evaluate as harmful or difficult to accept are most likely to be regulated in a maladaptive manner. This implies that modifying beliefs about emotions could represent a promising treatment approach. (shrink)

This is the first book to offer the best essays, articles, and speeches on ethics and intelligence that demonstrate the complex moral dilemmas in intelligence collection, analysis, and operations. Some are recently declassified and never before published, and all are written by authors whose backgrounds are as varied as their insights, including Robert M. Gates, former Director of the Central Intelligence Agency; John P. Langan, the Joseph Cardinal Bernardin Professor of Catholic Social Thought at the Kennedy Institute of Ethics, Georgetown (...) University; and Loch K. Johnson, Regents Professor of Political Science at the University of Georgia and recipient of the Owens Award for contributions to the understanding of U.S. intelligence activities. Creating the foundation for the study of ethics and intelligence by filling in the gap between warfare and philosophy, this is a valuable collection of literature for building an ethical code that is not dependent on any specific agency, department, or country. (shrink)

In this book Philippa Hoskin offers an account of the pastoral theory and practice of Robert Grosseteste, bishop of Lincoln 1235-1253, within his diocese. Grosseteste has been considered as an eminent medieval philosopher and theologian, and as a bishop focused on pastoral care, but there has been no attempt to consider how his scholarship influenced his pastoral practice. Making use of Grosseteste's own writings - philosophical and theological as well as pastoral and administrative - Hoskin demonstrates how Grosseteste's famous (...) interventions in his diocese grew from his own theory of personal obligation in pastoral care as well as how his personal involvement in his diocese could threaten well-developed clerical and lay networks. (shrink)

DOES GOD HAVE A FUTURE? A learning tool for those who wonder about the existence of God, this book offers images of God as androgynous parent, authoritative teacher, liberator, & partner. The author, Carl M. Schmitthausler, has provided compelling images of the still-evolving God. CREATED CREATOR is a "must-read" for those concerned with personal spiritual growth, religious diversity, civility & personal virtues. The author, Carl M. Schmitthausler, traces various God-images of mainline religious systems using extensive quotes from prominent philosophers & (...) theologians. He presents the search for God's true identity as an almost universal human quest. However, unlike writers who question the existence of God, Dr. Schmitthausler suggests that, although God exists in the minds of people of faith, God remains essentially unknowable. "Questions to Ponder" which follow each chapter are guides for self-examination of spiritual beliefs & attitudes helpful for either individual or adult class study. The author says that whether humans need God to reduce the ambiguities of life is not the issue. Our real need is to rethink God's nature, to free God from traditional constraints, especially human traits & characteristics. Readers are urged to accept a more complex God evolving along with more complex cultures. Alpha * Omega Publishers of Lincoln, 811 Mulder Dr., Lincoln, NE 68510. 402-483-0314. (shrink)

Thomas Marshall, who became Rector of Lincoln College in 1672 and died in 1685, left to the Bodleian his collection of books and manuscripts. Two lists of the manuscripts appear in Edward Bernard's Catalogi librorum manuscriptorum Angliae et Hiberniae , i . 272–3, 373–4, but both omit what is now called MS. Marshall 140, which F. Madan in the Summary Catalogue describes as follows.

Sabine Hake _The Cinema's Third Machine: Writing on Film in Germany 1907-1933_ Lincoln and London: University of Nebraska Press, 1993 ISBN 0-8032-2365-X (hbk.) xvii + 353 pp.

In lieu of an abstract, here is a brief excerpt of the content:Visions of Damietta:St. Francis, Robert Grosseteste, and the Crusades, 1219–1253Rosamund M. Gammie (bio)A peculiar and under-explored event in Robert Grosseteste's (d. 1253) life is that of his supposed dream-vision in 1249, reported posthumously and in only one source, the Lanercost chronicle.1 The vision foreshadows the loss of Damietta in Egypt the following year, during the Seventh Crusade (1249–54) under the leadership of Louis IX. The parallels to St. Francis's (...) vision at Damietta in 1219 during the Fifth Crusade (1215–21) are immediately noticeable yet the vision has remained largely dismissed as an afterthought in the scholarship of Grosseteste. Considering that Grosseteste wrote, in 1236, what has been described by Michael Lower as "surely the best defence of the cross petition a crusader ever had," in addition to his association with the Franciscans and his relationship with Richard, earl of Cornwall, brother of Henry III and nephew of celebrated crusader Richard I and a (if not the) principal leader of the Baron's Crusade, it is surprising that there is no fuller account of his support for the movement; rather there are piecemeal references to certain acts of interference such as that noted by Lower.2 This paper seeks to establish Grosseteste's position on the crusades, in light of a thoroughly Franciscan influence, beginning with Damietta. [End Page 141]Robert Grosseteste and the FranciscansMuch has been written about the relationship between Robert Grosseteste and the early Franciscan movement in England.3 As Giles Gasper writes in a recent study of Grosseteste and the Franciscan school at Oxford, "Robert Grosseteste is well-known for his support for the Franciscan order, and his warm relations with many brothers of the English province."4 James McEvoy concludes in his examination of Grosseteste's affinity with the nascent movement that "there can be no doubt that Grosseteste was well acquainted with the personality and ideals of St. Francis, the circumstance of the Franciscans' foundation, and the nature of their vocation."5 Grosseteste's Letters are full of admiration for the Franciscans and involvement in their affairs, so much so that a clear and uncompromisingly affectionate relationship can be traced during the bishop's lifetime. Indeed, Grosseteste, in Letter 41, ca. 13 March, 1236, declares to Elias of Cortona, third minister of the Franciscan Order, that "there are no assistants I know of … so effective as your friars."6 The Friars themselves reciprocated their love for Grosseteste; the same letter states, "your sons, the Friars Minor in England, out of kindness in a special way embrace me tightly with arms of love." A letter from 1238 (Letter 58) to Pope Gregory IX asks for help in preserving the reputation of the Brothers, who "illuminate our whole land with the brilliant light of their preaching and teaching" with the warning that "the glory of such an important religious order will vanish and the masses will be scandalized in them."7 [End Page 142]The Dominican Brother Hubert perhaps best expresses the affection between the religious orders and Grosseteste, writing the celebratory Life of Grosseteste shortly after the bishop's death in 1253.8 According to Brother Hubert, Grosseteste was the "father and guardian" of both orders, whose presence "pleased him, as did their / Arrival, their multitude, and frequent conversation," and that just "as a mother to her new-born, he fostered, loved / Protected, fed, and valued them."9 Gasper continues, "English Franciscan historiography leaves no doubt as to the high esteem in which the order held Grosseteste from the mid-13th century onwards, honored in particular for his teaching and learning."10 Chosen personally by Agnellus of Pisa to teach the first Franciscans at Oxford, his influence cannot be underestimated. Indeed, there were Franciscan (and Dominican) contributions to the ultimately unsuccessful attempt to canonize the bishop; a ten-lined letter from Nicholas, guardian of the Greyfriars at Lincoln, penned on 26 June, 1289, extolls the exemplary actions of the bishop.11The relationship between Grosseteste and this first generation of Franciscans was one of mutual respect and love. What is harder to trace is Grosseteste's appreciation of St. Francis himself. When Servus Gieben asks... (shrink)

The event analysis of action sentences seems to be at odds with plausible (Davidsonian) views about how to count actions. If Booth pulled a certain trigger, and thereby shot Lincoln, there is good reason for identifying Booths' action of pulling the trigger with his action of shooting Lincoln; but given truth conditions of certain sentences involving adjuncts, the event analysis requires that the pulling and the shooting be distinct events. So I propose that event sortals like 'shooting' and (...) 'pulling' are true of complex events that have actions (and various effects of actions) as parts. Combining this view with some facts about so-called causative verbs, I then argue that paradigmatic actions are best viewed as tryings, where tryings are taken to be intentionally characterized events that typically cause peripheral bodily motions. The proposal turns on a certain conception of what it is to be the Agent of an event; and I conclude by elaborating this conception in the context of some recent discussions about the relation of thematic roles to grammatical categories. (shrink)

Ideal for survey courses in social and political philosophy, this volume is a substantially abridged and slightly altered version of Steven M. Cahn's Classics of Political and Moral Philosophy (OUP, 2001). Offering coverage from antiquity to the present, Political Philosophy: The Essential Texts is a historically organized collection of the most significant works from nearly 2,500 years of political philosophy. It moves from classical thought (Plato, Aristotle) through the medieval period (Aquinas) to modern perspectives (Machiavelli, Hobbes, Locke, Rousseau, Hume, Adam (...) Smith, Hamilton and Madison, Kant). The book includes work from major nineteenth-century thinkers (Hegel, Marx and Engels, Mill) and twentieth-century theorists (Rawls, Nozick, Foucault, Habermas, Nussbaum) and also presents a variety of notable documents and addresses, including the Declaration of Independence, the Bill of Rights, and speeches by Abraham Lincoln and Martin Luther King, Jr. The readings are substantial or complete texts, not fragments. An especially valuable feature of this volume is that the works of each author are introduced with an engaging essay by a leading contemporary authority. These introductions include Richard Kraut on Plato and Aristotle; Paul J. Weithman on Aquinas; Roger D. Masters on Machiavelli; Jean Hampton on Hobbes; A. John Simmons on Locke; Joshua Cohen on Rousseau and Rawls; Donald W. Livingston on Hume; Charles L. Griswold, Jr., on Adam Smith; Bernard E. Brown on Hamilton and Madison; Paul Guyer on Kant; Steven B. Smith on Hegel; Richard Miller on Marx and Engels; Jeremy Waldron on Mill; Thomas Christiano on Nozick; Thomas A. McCarthy on Foucault and Habermas; and Eva Feder Kittay on Nussbaum. (shrink)

In seventeen secular sermons, composed in a style at once grave, elegant, and concise, Ignatieff offers us his digest of the wisdom—the wisdom of consolation—that he has sought to find in writings as old as the book of Job and as recent as some of the letters of Václav Havel. Concluding the book, Ignatieff says of the authors he has surveyed that the “consolation they offer, it seems to me, lies in their example, in their courage and lucidity, and in (...) their determination to leave something behind that might console us.” Reduced to its basic argumentative structure, then, the book is about the ways in which the desire to find consolation could itself be consoling.This self-reinforcing rhetorical maneuver, not wholly reassuring, is undermined by what some of the selected writers actually believed. Michel de Montaigne, for instance, came in his later years to think that, provided we have the consciousness of simply being alive, “we would have no need for consolation at all.” David Hume, noting the debilities of reason and seeing much of the world as beyond the grasp of human understanding, concluded that “we should abandon the ground of consolation altogether.” Karl Marx, his mind fixed on a post-revolutionary world, envisioned a “utopia beyond the need for consolation.” Abraham Lincoln, whom Ignatieff presents in the most saintly and tragic of colors, had “no secure footing in faith,” but turned to biblical traditions calling for us “to forswear vengeance and judgment.” And what is consoling about such traditions? “That we are not condemned to live imprisoned in the rhetoric, foolishness, and mendacity of the present.” But that is where Lincoln lived, inconsolably, and where we too live.Ignatieff begins his book, and his most complex of sermons, with Job. Rendered truly miserable by God—his crops and animals destroyed, his family annihilated, his body burning with pain—Job never wavers in his faith. The God who had made him suffer is the God in whom Job places all his trust. Despite advice from friends to confess his wrongs, Job admits of nothing. He wants only to understand, and from God himself, why he suffers. The answer he gets is that he has no right to ask, for to ask is to challenge the almighty authority of God. Ignatieff writes that “God demands absolute obedience as the condition of consolation,” but the text nowhere has God offering consolation of any kind on any terms to Job. His lands and animals are returned to him and he is given a new family, but his inquiries to God go unanswered. Negotiation is out of the question. Compensated, he is not consoled.Wherever he looks—and he looks far and wide in his reading—Ignatieff wants to find consolation. But when in this book he comes to the heroic figure of Primo Levi, who saw with utmost clarity the power of humankind to do evil, Ignatieff at last acknowledges the elusiveness of consolation: “History has no consolations to offer because it never ends and its meaning is never settled.” Nonetheless, he goes on to say, of the writers he has presented, that “we should keep faith with them and defend the truths they bequeathed to us.” Alas, that legacy leads us again and again to see, despite Ignatieff's valiant efforts, just how much of life is inconsolable. (shrink)

Classics of Political and Moral Philosophy provides in one volume the major writings from nearly 2,500 years of political and moral philosophy. The most comprehensive collection of its kind, it moves from classical thought (Plato, Aristotle, Epicurus, Cicero) through medieval views (Augustine, Aquinas) to modern perspectives (Machiavelli, Hobbes, Spinoza, Locke, Rousseau, Hume, Adam Smith, Kant). It includes major nineteenth-century thinkers (Hegel, Bentham, Mill, Nietzsche) as well as twentieth-century theorists (Rawls, Nozick, Nagel, Foucault, Habermas, Nussbaum). Also included are numerous essays from (...) The Federalist Papers and a variety of notable documents and addresses, among them Pericles' Funeral Oration, the Declaration of Independence, the Constitution of the United States, and speeches by Edmund Burke, Abraham Lincoln, Elizabeth Cady Stanton, John Dewey, and Martin Luther King, Jr. The readings are substantial or complete texts, not fragments. An especially valuable feature of this volume is that the works of each author are introduced with a substantive and engaging essay by a leading contemporary authority. These introductions include Richard Kraut on Plato, Aristotle, Epicurus, and Cicero; Paul J. Weithman on Augustine and Aquinas; Roger D. Masters on Machiavelli; Jean Hampton on Hobbes; Steven B. Smith on Spinoza and Hegel; A. John Simmons on Locke; Joshua Cohen on Rousseau and Rawls; Donald W. Livingston on Hume; Charles L. Griswold, Jr., on Smith; Bernard E. Brown on Hamilton and Madison; Jeremy Waldron on Bentham and Mill; Paul Guyer on Kant; Richard Miller on Marx and Engels; Richard Schacht on Nietzsche; Thomas Christiano on Nozick; John Deigh on Nagel; Thomas A. McCarthy on Foucault and Habermas; and Eva Feder Kittay on Nussbaum. Offering unprecedented breadth of coverage, Classics of Political and Moral Philosophy is an ideal text for courses in social and political philosophy, moral philosophy, or surveys in Western civilization. (shrink)

Robert Grosseteste was a prolific theological and scientific writer, a translator, bishop of Lincoln , and a candidate for sainthood. There have been several studies of his life and his works, the most recent being that of Richard Southern. Nevertheless, James McEvoy's comment in 1983 that “the course of Grosseteste's life up until 1225 is almost completely unknown” remains largely true. The problem is common in medieval history—there is a dearth of reliable sources for the subject's early life. I (...) do not intend to discuss here Grosseteste's youth, or even his life until 1198 . I will accept, with a few reservations, the model Southern presented for Grosseteste's life until 1198 — that Grosseteste came from an undistinguished family, acquired an education, and may have taught in local schools; after serving the bishop of Lincoln in a minor capacity, he managed to obtain an administrative position under Bishop de Vere in the diocese of Hereford. Unfortunately, Bishop de Vere died on Christmas Day 1198, and his household was disbanded. It is the period following 1198 until 1225 that needs scrutiny. The recent discovery of a reference to Robert Grosseteste in a thirteenth-century cartulary demands that we reconsider the way in which historians have structured Grosseteste's career, both because of what this manuscript records and because of the light it sheds upon the methodology that has underpinned Grosseteste scholarship. (shrink)

This anthology on creativity represents a lifetime of reading and study by the late Charles Dewey Tenney, a philosopher who had been a student of Alfred North Whitehead at Harvard. In a series of fourteen essays Tenney considers the various factors that can be identified in creativity, followed by the recorded testimony of philosophers, artists, historians, explorers, scientists and others, both theorists and practitioners. The contributors extend in time from Aristotle and Sophocles to Buckminster Fuller and May Sarton. They include (...) such diverse thinkers as Martin Luther, Karl Marx, Lewis Carroll, Julian Huxley, Albert Einstein, Abraham Lincoln, Gertrude Stein, Henry Nelson Wieman and Alfred North Whitehead. In all, more than 300 of the world's most creative individuals are included. Contents: Discovery, Invention and Creation; Roots of Discovery; Environs of Discovery; Agents of Discovery; Hinderances to Discovery; Observation and Discovery; Reason in Discovery; Reverie Discovery; Imagination in Discovery; Sensibility and Discovery; Method in Discovery; Artistry in Discovery; Diffusion; and Foresight and Discovery. (shrink)

The first systematic collaboration between cognitive scientists and sports psychologists considers the mind–body relationship from the perspective of athletic skill and sports practice. This landmark work is the first systematic collaboration between cognitive scientists and sports psychologists that considers the mind–body relationship from the perspective of athletic skill and sports practice. With twenty-six chapters by leading researchers, the book connects and integrates findings from fields that range from philosophy of mind to sociology of sports. The chapters show not only that (...) sports can tell scientists how the human mind works but also that the scientific study of the human mind can help athletes succeed. Sports psychology research has always focused on the themes, notions, and models of embodied cognition; embodied cognition, in turn, has found striking confirmation of its theoretical claims in the psychological accounts of sports performance and athletic skill. Athletic skill is a legitimate form of intelligence, involving cognitive faculties no less sophisticated and complex than those required by mathematical problem solving. After presenting the key concepts necessary for applying embodied cognition to sports psychology, the book discusses skill disruption ; sensorimotor skill acquisition and how training correlates to the development of cognitive faculties; the intersubjective and social dimension of sports skills, seen in team sports; sports practice in cultural and societal contexts; the notion of “affordance” and its significance for ecological psychology and embodied cognition theory; and the mind's predictive capabilities, which enable anticipation, creativity, improvisation, and imagination in sports performance. Contributors Ana Maria Abreu, Kenneth Aggerholm, Salvatore Maria Aglioti, Jesús Ilundáin-Agurruza, Duarte Araújo, Jürgen Beckmann, Kath Bicknell, Geoffrey P. Bingham, Jens E. Birch, Gunnar Breivik, Noel E. Brick, Massimiliano L. Cappuccio, Thomas H. Carr, Alberto Cei, Anthony Chemero, Wayne Christensen, Lincoln J. Colling, Cassie Comley, Keith Davids, Matt Dicks, Caren Diehl, Karl Erickson, Anna Esposito, Pedro Tiago Esteves, Mirko Farina, Giolo Fele, Denis Francesconi, Shaun Gallagher, Gowrishankar Ganesh, Raúl Sánchez-García, Rob Gray, Denise M. Hill, Daniel D. Hutto, Tsuyoshi Ikegami, Geir Jordet, Adam Kiefer, Michael Kirchhoff, Kevin Krein, Kenneth Liberman, Tadhg E. MacIntyre, Nelson Mauro Maldonato, David L. Mann, Richard S. W. Masters, Patrick McGivern, Doris McIlwain, Michele Merritt, Christopher Mesagno, Vegard Fusche Moe, Barbara Gail Montero, Aidan P. Moran, David Moreau, Hiroki Nakamoto, Alberto Oliverio, David Papineau, Gert-Jan Pepping, Miriam Reiner, Ian Renshaw, Michael A. Riley, Zuzanna Rucinska, Lawrence Shapiro, Paula Silva, Shannon Spaulding, John Sutton, Phillip D. Tomporowski, John Toner, Andrew D. Wilson, Audrey Yap, Qin Zhu, Christopher Madan. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Josiah Royce in FocusDwayne A. TunstallJosiah Royce in Focus Jacquelyn Ann K. Kegley. Bloomington, IN: Indiana University Press, 2008.Josiah Royce in Focus reads like a sequel to Jacquelyn Ann K. Kegley’s earlier book on Royce’s public philosophy, Genuine Individuals and Genuine Communities. As she did in Genuine Individuals and Genuine Communities, Kegley does a remarkable job of interpreting Royce’s philosophy such that it has [End Page 127] contemporary (...) relevance for academic philosophy, conflict resolution, psychology, and the religion-science dialogue. Yet, unlike with her earlier book, Kegley devotes over two-thirds of this book to the task of weaving together Royce’s life and educational experiences with his thought. This integration of Royce’s life with his thought allows the reader to glimpse just how Royce is “a model philosopher: a scholar and a committed teacher, as well as a philosopher much concerned about public issues and basic human concerns” (xiv). Kegley does this while introducing the reader to many dimensions of Royce, including Royce the son, Royce the father, Royce the first-generation Californian, Royce the first-rate historian of California, Royce the amateur novelist, and Royce the world traveler. Amazingly, she uses Royce’s life to illuminate his philosophical thought without psychologizing Royce and hence avoids the all-too-common urge to reduce people’s philosophical ideas to mere rationalizations of their own preferences and desires. This is to be applauded in the age of Oprah, the proliferation of memoirs, and the apparent glut of self-help books.The first five chapters constitute Kegley’s portrait of Royce the person and Royce the thinker. In chapter 1, “Royce as a Frontier Californian and Intellectual Pioneer: Forging Self and Thought in a New and Developing Land,” she introduces the reader to Royce the first-generation Californian and intellectual pioneer. Here she persuasively links his California frontier upbringing; his early educational experiences in California at the Lincoln School (San Francisco) and the University of California, Berkeley; his studies in Germany; and his graduate studies at Johns Hopkins to his concerns about social conflicts and his lifelong attempt to resolve those conflicts to better the communities in which they occur (7–12).Indeed, she persuasively argues that Royce had already formulated the central insights of his philosophy by the time of his arrival at Harvard University in 1882. Kegley’s interpretation of Royce’s intellectual development owes much to Randall Auxier’s recent work on Royce’s thought. In Auxier’s interpretation of Royce’s thought, Royce had formulated the central intellectual insights of his philosophy—especially his ethics, philosophy or religion, and public philosophy—years before The Religious Aspect of Philosophy was published in 1885. This account of Royce’s intellectual development differs somewhat from Frank M. Oppenheim’s account. Oppenheim’s account depicts Royce’s intellectual development as a series of interrelated yet momentous “maximal intellectual insights.” Each of these insights marks a noticeable shift in his intellectual development. Oppenheim thinks that, of all the maximal intellectual insights Royce had throughout his career, the [End Page 128] most momentous one is the 1912 Peircean insight. This insight leads Royce to convert to Peircean semiotics and clarify his moral philosophy and philosophy of religion with Peirce’s theory of interpretation. In Oppenheim’s account, The Sources of Religious Insight (1912) and The Problem of Christianity (1913) are the glorious fruits of his Peircean insight. What Kegley has done in chapter 1 is to provide an account of Royce’s intellectual development that supersedes Oppenheim’s account. Indeed, her account of Royce’s intellectual development could possibly change how scholars study Royce’s thought, much in the same way that John E. Smith’s Royce’s Social Infinite did from the early 1950s until recently.In chapter 2, “The Self,” Kegley depicts Royce as a late nineteenth- and early twentieth-century psychologist whose ideas are still relevant today. She reminds the reader throughout this chapter that Royce is a pioneer in psychology, given that his book Outlines of Psychology (1903) advances an approach to psychology that sidesteps faculty psychology and that he is one of the first psychologists, along with William James... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Putting It on the LineMichael Moore (bio)IAmong the many ways to teach aesthetic education, a compelling one is to organize pedagogy around specific works of art, music, drama, and dance. This has been the central tenet of the Lincoln Center Institute and its sister institutes around the world. They concentrate on specific works because it allows participants to focus their minds, emotions, and energies on one set of (...) images and experiences. Excited by such an approach, many teachers return year after year, eager to tackle a new and varied repertory.But they cannot repeat the summer institute forever. They may need to take other workshops to satisfy professional (re)certification requirements. The school district may no longer reimburse them for the cost of the workshop. Their team may develop other interests. Often they find that the school has displaced the arts with other priorities, particularly in the light of so-called proficiency exams mandated by state boards of education.Whatever the reason, if teachers want to continue to do something meaningful in the arts, they may well have to become their own summer institute, lesson planner, and teaching artist rolled into one. The question then becomes, "How well did you learn the lessons of the institute?" The first lesson requirement is, "Do you know how to choose an appropriate work of art around which to develop aesthetic experiences and reflection for your students?" Behind that question, however, lies another: "What is your definition of art?" This is no idle philosophical exercise because one's answer underlies everything else done in the classroom in the name of aesthetic education. [End Page 62]Several years ago, Marcia Mulder Eaton of the University of Minnesota developed an exercise that enables teachers to examine their definitions of art in a practical way. She asked teachers to complete the following sentence: "Something is a work of art if and only if _________." She then showed them several objects, with the request that they write on a piece of paper if each object was a work of art, according to the definitions that they had written down.When I ran the exercise at a summer teachers institute in Pittsburgh, I displayed in order (1) a small flag; (2) an original painting; (3) a cheap cup from Wal-Mart; (4) a piece of fruit; (5) some driftwood; (6) and a basin wrench.1 Teachers voted on each piece as it was shown. Once the voting was completed, I asked them how they voted and how they justified their vote in the light of their definitions. When I have run this exercise elsewhere, the definitions and resultant criteria have broken down into four groups: (1) it was created, therefore, it is art; (2) an expert, such as an art museum or a critic, may have decreed it to be art; (3) "it touched me in some way and I cannot describe that feeling other than to call it art"; and (4) "I'm no connoisseur but I know what I like." There are strengths and weaknesses in each position:1. Anything that humans make is art because it is an artifact. Weakness: The definition is too general2. We should respect the opinions of experts. After all, they studied the matter much longer and more deeply than we have. They know what they are talking about. Weakness: What if I think they are off base? What if there is something in the work that appeals to me?3. "It somehow has touched me and I want to cherish it." "There is something in there that causes me to respond. It, therefore, has some kind of power." Weakness: This position does not lend itself very well to public discussion, unless you have something you can point to or explain in a way that gets through to others.4. "I don't know much about art, but I know what I like." (Well, let's hear it for rugged individualism!) Weakness: It suggests a closed mind and an unwillingness to listen to others' opinions. Again, there is no opportunity for shared insights.The discussion in Pittsburgh dealt with, more or less, each of the above positions, but... (shrink)

Judgment aggregation theory, which concerns the translation of individual judgments on logical propositions into consistent group judgments, has shown that group consistency generally cannot be guaranteed if each proposition is treated independently from the others. Developing the right method of abandoning independence is thus a high-priority goal. However, little work has been done in this area outside of a few simple approaches. To fill the gap, we compare four methods based on distance metrics between judgment sets. The methods generalize the (...) premise-based and sequential priority approaches to judgment aggregation, as well as distance-based preference aggregation. They each guarantee group consistency and implement a range of distinct functions with different properties, broadening the available tools for social choice. A central result is that only one of these methods (not previously considered in the literature) satisfies three attractive properties for all reasonable metrics. (shrink)

Based on the ›patchwork‹ as a concept of (political) heterarchy, the paper explores the formal and medial space of M. Brady’s collaged group portrait of the 36th US-Senate and House of Representatives (1859). Poised between unity and decomposition, the image constitutes a congenial map of American politics, its specific relationism and ›proximal distances.‹ However, Brady’s subsequent work sees this lose patchwork disintegrate during the Civil War and then solidify under Lincoln’s paternal rule.

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In lieu of an abstract, here is a brief excerpt of the content:Caroline, Leibniz, and ClarkeD. Bertoloni Meli*The papers which passed between Leibniz and Clarke from 1715 to 1716 have long been considered classics in the history of science and philosophy, attracting a large number of scholarly works. Their exchanges, consisting of ten letters, five by Leibniz and five by Clarke, ended with Leibniz’s death in November 1716. 1 The letters deal with issues such as God’s role in the universe, (...) the notion of miracles, the cause of gravity, and space and time. The difficulties in interpreting the texts induced most, if not all, editors to present Leibniz’s and Clarke’s papers together with other writings to provide a context for the dispute and to elucidate the most obscure passages. This tradition was inaugurated by Samuel Clarke himself, who included in his editio princeps a number of explanatory footnotes, an appendix with passages from Leibniz’s printed works, and additional epistolary exchanges between himself and others on liberty and necessity, all with appropriate cross-references. 2 Later editors made a different selection of explanatory material, emphasizing different contexts and aspects of the dispute.The context I have selected for this essay centers on Caroline of Ansbach, Princess of Wales, her life and contacts with Leibniz prior to her departure for London, and their correspondence before and during the dispute with Clarke. [End Page 469] Portions of this correspondence can be found in the editions by H.G. Alexander and André Robinet, but the letters on which I shall spend more time are curiously excluded. They can be found among Leibniz’s political and state papers edited at the end of last century by Onno Klopp, and only in part in those edited by John M. Kemble, and in the recent German edition by Volmar Schüller. 3 The reader unaware of Caroline’s life and intellectual horizon may well wonder why Leibniz and Clarke went on relentlessly, month after month, debating in letters addressed to her whether space is the sensorium of God, dissecting the notion of miracle, and arguing about God’s role in the world. I hope to show that there are several reasons for paying attention to Caroline. The text which has become known as “Leibniz’s first paper” was in fact an extract of a letter to Caroline, not intended for Clarke, belonging to an important exchange with the Princess of Wales. Caroline engaged in a dispute with Clarke, passed the extract of Leibniz’s letter to him, and sent Clarke’s reply to Leibniz together with a request for help. Thus Leibniz’s “first paper” ought to be seen as part of his correspondence with Caroline. Later papers between Leibniz and Clarke went through Caroline.The Princess of Wales was not just a convenient address for the correspondence; nor was she a spectator uninterested in such an intellectual confrontation. She was involved in the dispute by arguing with Clarke and even with Newton, exchanging opinions with Leibniz, and functioning as an arbiter and moderator. Her presence helped shape the style and contents of the letters, and characterizes the genre to which the correspondence belongs. This is a complex issue because of the composite nature of the exchanges: on the one hand we have Leibniz’s letters to both Caroline and Clarke, on the other we have Caroline’s and Clarke’s letters to Leibniz, and Clarke’s discussions with Caroline. Clearly the standard label “Leibniz-Clarke correspondence” does not capture all levels of the exchanges. Moreover, in order to appreciate Caroline’s status in London it is worth recalling that the wife of George I, Sophie Dorothea, remained in Germany, secluded in the Castle of Ahlden. 4 Without a Queen, the Princess of Wales was the highest female royal. As an example of her influence, it was widely believed at the time that the election of William Wake as Archbishop of Canterbury in December 1715 was due to his close contacts with Caroline. At the time of the dispute Wake, who was a close friend of Clarke, neglected his pastoral duties as Bishop of Lincoln in order to be close to Caroline, with whom he held daily meetings. Thus Caroline was an... (shrink)

The considerable attention to financial interests in clinical research has focused mostly on academic medical centers, even though the majority of clinical research is conducted in community practice settings. To fill this gap, this article maps the practices and policies in 73 community hospitals and several hundred specialized facilities around the country for reviewing clinical investigators’ financial relationships with research sponsors. Community hospitals face a substantially different mix of issues than academic medical centers do because their physician researchers are usually (...) not employees, and more of their studies are later-phase, multicenter trials. Accordingly, community physicians stand to benefit personally from per capita payments, but they tend to have less direct influence over research findings when compared with their academic peers. These and other contrasts require separate guidance for community-based organizations that takes into account their particular needs, circumstances, and institutional capacities. (shrink)

This article compares James M. Buchanan's and John Rawls's theories of democratic governance. In particular it compares their positions on the characteristics of a legitimate social contract. Where Buchanan argues that additional police force can be used to quell political demonstrations, Rawls argues for a social contract that meets the difference principle.