In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 61.1 (2000) 133-152 [Access article in PDF] Benjamin Franklin in Jewish Eastern Europe: Cultural Appropriation in the Age of the Enlightenment Nancy Sinkoff * Figures In 1808 an anonymous Hebrew chapbook detailing a behaviorist guide to moral education and self-improvement appeared in Lemberg, Austrian Galicia. Composed by Mendel Lefin of Satanów, an enlightened Polish Jew (maskil in the Hebrew terminology of (...) the period), Moral Accounting (Sefer Heshbon ha-Nefesh) was a crucial weapon in Lefin's lifelong literary war against Hasidism, the new Jewish pietistic movement which had captured the hearts and souls of much of eighteenth-century Polish Jewry. 1 The core of Moral Accounting was a boxed grid, seven lines by thirteen, which correlated, respectively, to the days of the week and to thirteen virtues in need of improvement. The grid was to be used daily throughout a thirteen-week cycle which repeated four times during the course of a year. Addressing a traditionally-educated Jewish audience, Mendel Lefin did not disclose the gentile source of the method of moral self-reform, but he did acknowledge that it was not his innovation: "Several years ago a new method was revealed, and it is [such] a wonderful invention for this [kind] of [moral] education that it seems that its renown will spread as quickly, if God desires it, as that of the invention of printing which brought light to the world." 2 [End Page 133] The creator of this "wonderful invention" was none other than Benjamin Franklin, whose "Rules of Conduct" first appeared in 1791 in the second part of his English Autobiography. 3There has been a noticeable interest recently among historians of the Jewish Enlightenment (Haskalah) to map carefully, region by region, the nuances and varieties of the Jewish encounter with modernity. 4 Nonetheless, Haskalah scholars have generally regarded Mendel Lefin's use of Franklin's technique as a confirmation of their view that the impetus for the Haskalah among East European Jewry lay in its exposure to the West in general and to the Berlin Haskalah's Western orientation in particular. 5 They have viewed Moral Accounting as merely a translation of yet another text of the European and American Enlightenments into Hebrew, and they have paid little attention to the Polish context and orientation of Lefin's work. 6 Implicit in this view, too, was the problematic assumption that translation of a text is an uncritical, acquiescent act. Mendel Lefin's wholesale adoption of Franklin's "Rules of Conduct," implied, first, a static, unidirectional influence of a Western text on an East European and, second, that Franklin's work itself had a fixed, absolute meaning which Lefin simply appended to his Hebrew book. Yet the appearance of the "Rules of Conduct" in Hebrew and [End Page 134] Lefin's use of other Western and non-Jewish texts were anything but mechanical. 7Not only Lefin's Jewishness but his Polish origins and Polish orientation make the assumption of passivity particularly acute. Effaced from the map of Europe at the end of the eighteenth century, Poland's history has not been integrated into general historical treatments of the Enlightenment. 8 Just as studies of the Jewish Enlightenment describe a trajectory from Berlin to Austrian Galician to Russia, so do general interpretations of the European Enlightenment draw a line from Germany and France to Russia, bypassing Poland. For example, in Roy Porter and Mikulás Teich's important book, The Enlightenment in National Context, Poland is nowhere to be found. 9 Yet Poland, too, had an Enlightenment (Oswiecenie), beginning in the mid-eighteenth century, which was stimulated by many of the same forces that spurred change in the West: the desire to reform antiquated political systems, to liberate education from religious dogma, and to create a rational state apparatus. In Poland the Enlightenment had its own national coloring; it was sponsored not by a rising bourgeois class but by royal and noble circles (and thus lacked the social critique of the Enlightenment in the... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Looking to Learn: Museum Educators and Aesthetic EducationNancy Blume (bio), Jean Henning (bio), Amy Herman (bio), and Nancy Richner (bio)IntroductionMuseum education. Aesthetic education. How are they similar? How do they differ? How do they relate to each other? What are their goals? As museum educators working with classroom and art teachers, we are often asked these questions, and we ask them ourselves. “What do you DO?” is probably (...) the most frequently asked question of all, and the answer is complex. Even more complex is how these questions relate to the Rembrandt Project. Given that looking at original works of art is such a priority for museums and museum educators, how do we address the project’s reliance on technology? And how do these questions relate to the social studies and visual arts standards, [End Page 83] another major component of the project? How does the project relate to the work we do in our own museums? Writing collaboratively implies that we have certain areas of commonality; but we also have differences, which will be apparent in individual sections of this article: Jean Henning and Nancy Richner discuss the Nassau County Museum of Art, Nancy Blume writes about Asia Society, and Amy Herman explores the Frick Collection. Our focus will be the domain of museum education as that is what we know best, but there are inevitably areas where it overlaps and complements the domains of art education, aesthetic education, and social studies.Art Museum Education HistoryThe history of art museum education begins with the founding of museums in the United States during the commercial and industrial expansion that took place after the Civil War, between 1870 and 1929. The principles guiding American museums have always mirrored the values of American society. From the beginning of this country’s history, the fine arts have been viewed as elitist and thus of no value to the larger society. “To America,” Ben Franklin wrote in the late 1700s, “one school master is worth a dozen poets, and the invention of a machine or the improvement of an implement is of more importance than a masterpiece of Raphael.”1 Given such longstanding and deep-seated suspicion of art among Americans, it is not surprising that both the champions and the staff of art museums insisted on the practical educational benefits museums provided to the public.By the late nineteenth century, at the height of immigration and the emergence of a strong working class and labor movement, a social dimension was added to the mission of museum education. Art museums, like public libraries, were seen as venues for achieving social balance. By the early twentieth century an aesthetic agenda was finally joined to these social and pragmatic ones.2While museums have responded to the needs created by cyclical changes in social, economic, political, and intellectual life, today’s art museum educators still deal with the tension among the museum’s aesthetic, educational, and social missions; only the context and delivery modes of museum education have changed. Yet despite the shifting directions and priorities in museum education, there are certain basic and commonly accepted premises that museum educators have shared since the late nineteenth century. The 1984 Museums Commission on Museums for a New Century stated what has been the continuing premise of museum education since the late nineteenth century: learning in museums is based on objects and involves not only developing the ability to synthesize ideas and form opinions but also shaping an aesthetic and cultural sensibility.3 Another fundamental [End Page 84] assumption is that museums are institutions of visual instruction. Although each of the museum educators writing here represents a unique institution with unique approaches to looking at and finding meaning in art, we all agree on the importance of the original work of art as the basis for our work. It is the complexity of original artworks that enables them to play a dual role. One role is pragmatic, which requires meeting standards set by state and national governments for teaching critical thinking skills and improving literacy. The second role is aesthetic—namely, ways of helping students develop habits for aesthetic encounters that are an integral part... (shrink)

Response to Emily A. Largent, Franklin G. Miller and Steven Joffe, A Prescription for Ethical Learning, Hastings Center Report, 43, s1, (S28-S29), (2013).

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:American Philosophy: The Basics by Nancy StanlickPeter [email protected] Stanlick. American Philosophy: The Basics. London: Routledge, 2013. 174 pp with index.In 174 pages American Philosophy: The Basics covers the American philosophical tradition from its European roots to some of its contemporary leanings. The stated goal of the book is to give an overview of American philosophy and “explain what makes American philosophy a national or cultural philosophical tradition.” (...) This is a particularly tall order for such a short book, and it might be understandable if Stan-lick necessarily omits numerous thinkers from the canon. Overall, the book succeeds at giving a quick overview of the history of American philosophy.The text covers a fairly diverse selection of philosophers. Starting from Jonathan Edwards’ Calvinist theology, the book moves through early American social and political thought, and the European enlightenment ideals that underwrite them, as found in revolutionary era thinkers such as Thomas Jefferson, Thomas Paine, and Benjamin [End Page 578] Franklin. The rest of the chapters quickly address New England transcendentalism and classical pragmatism. The book ends with two quick summaries of “recent” developments in American philosophy split between metaphysics, epistemology, and the philosophy of science; and a second section on social, political, and ethical writings. The latter section includes summaries of recent writings on feminist ethics and African American social thought. Although these themes are particularly welcome, the book would have benefited by addressing feminist and African American contributions not just to ethics or social thought, but also to debates in epistemology or the philosophy of science.The author’s intended audience is undergraduates taking an American philosophy course or those wholly uninformed about the American philosophical tradition. Although the book serves as a helpful summary of various views in the American intellectual tradition, it would need to be supplemented by a substantial amount of primary texts to provide enough course material for a semester. The text does not contain enough critical commentary to function as a secondary resource by itself, but could function alongside additional secondary material.This last point is particularly telling about the book’s goals. Stanlick manages to introduce and explain numerous classic philosophical problems throughout the text (e.g., the mind-body problem, the problem of freewill, arguments for God’s existence, etc…) and provides a glossary at the end of the book, but does not do much to explore any of the issues in-depth. In part this is because of the overview nature of the text, but additional explanations, as well as a longer list of secondary sources, would have gone a long way in strengthening the author’s overall approach. This is an interesting, and I think helpful, approach for a lower-level philosophy text: it provides clear exposition of philosophical terminology while never straying from the overall goal of exploring the American philosophical tradition.One initial problem is the author’s narrative commitment to what makes American philosophy uniquely American. Stanlick argues that what is indicative of American philosophy is more of an emphasis on “what we can do with theories, principles, and arguments” than with theoretical or abstract problems. While we may be able to see this emphasis in some of the classical pragmatists and early American intellectuals, I think it’s difficult to claim that such an emphasis is indicative of all American philosophy.Additionally, seemingly major American philosophers are simply absent. Though discussions of Charles Sanders Peirce, William James, John Dewey, and Richard Rorty compose the pragmatism chapter, no mention is made of C.I. Lewis or Sidney Hook. Recent pragmatists, outside of W.V.O Quine and Rorty, are missing from both the pragmatism chapter and later chapters on contemporary developments in American philosophy. It seems reasonable to expect some mention of [End Page 579] Robert Brandom’s analytic pragmatism, the contemporary revival of Peirce’s philosophy, Cheryl Misak’s extensive work on American pragmatism (although one of her edited volumes is mentioned in a “further readings” sections), Susan Haack’s epistemology, or Richard Shusterman’s work on embodiment and pragmatism. Although not American in genesis, 19th Hegelianism (as especially seen in the St. Louis and Ohio Hegelians) does not appear... (shrink)

Science is remarkably reliable. It puts people on the moon, performs laser eye surgery, tells us about ancient civilisations and species, and predicts the future of our climate. What underwrites this reliability? This book argues that the standard answers—the scientific method, rigour, and objectivity—are insufficient for the job. Here we propose a new model of science that places its products front and centre. This is the ‘Tangle of Science’. In this book we show how any reliable piece of science is (...) underpinned by a vast, diverse, and thick network of other scientific products. In doing so we bring back into focus areas of science that have been long neglected, emphasising how every product, from the screws that hold the space shuttle together to ways of measuring the consumer price index to Einstein’s theory of general relativity, work together to support results we can trust. (shrink)

A collection of five essays of French philosopher Nancy, originally published in 1985-86: The Inoperative Community, Myth Interpreted, Literary Communism, Shattered Love, and Of Divine Places.

In Experiment, Right or Wrong, Allan Franklin continues his investigation of the history and philosophy of experiment presented in his previous book, The Neglect of Experiment. Using a combination of case studies and philosophical readings of those studies, Franklin again addresses two important questions: (1) What role does and should experiment play in the choice between competing theories and in the confirmation or refutation of theories and hypotheses? (2) How do we come to believe reasonably in experimental results? (...) Experiment, Right or Wrong makes a significant contribution to an important area in contemporary history and philosophy of science. Philosophers and historians of science, physicists, and advanced students in these areas will find much of interest in this engaging study. (shrink)

Specifically, Allan Franklin is concerned with two problems in the use of experimental results in science: selectivity of data or analysis procedures and the resolution of discordant results.

Whether or not quantum physics can account for molecular structure is a matter of considerable controversy. Three of the problems raised in this regard are the problems of molecular structure. We argue that these problems are just special cases of the measurement problem of quantum mechanics: insofar as the measurement problem is solved, the problems of molecular structure are resolved as well. In addition, we explore one consequence of our argument: that claims about the reduction or emergence of molecular structure (...) cannot be settled independently of the choice of a particular resolution to the measurement problem. Specifically, we consider how three standard putative solutions to the measurement problem inform our under- standing of a molecule in isolation, as well as of chemistry’s relation to quantum physics. (shrink)

As average lifespans stretch to new lengths, how are human values impacted? Should our values change over the course of our ever-increasing lifespans? Nancy S. Jecker introduces a new concept, the life stage relativity of values, which holds that at different life stages, different ethical concerns should take center stage. For Jecker, the privileging of midlife values raises fundamental problems of fairness, and reveals large gaps in ethical principles and theories. Jecker introduces a new philosophical framework that reflects the (...) life stage relativity of values and shows its relevance to practice and policy. (shrink)

This book presents an introduction to the principles of scientific naturalism, which holds that nature is a self-sufficient reality that can be explained by natural causes and laws. Franklin explores the implications of this worldview for our understanding of the world and the place of humanity within it. 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 (individual or corporate) 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. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

We present results from a single case study based on semi-structured interviews with a student (a boy in school year 3) diagnosed with autism spectrum disorder and his school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. The student participated in a seven week long intervention with a total of 12 philosophical dialogues (ranging from 45 to 60 minutes). Two facilitators, both with years of facilitation experience and teacher (...) degree and at least BA in philosophy, facilitated the majority of the dialogues and mainly followed a ”routine” procedure. The student was interviewed in direct connection to the end of the intervention about his experiences from the dialogues and his perceptions about whether and how the dialogues had influenced him. The student’s two teachers, who had participated in the dialogues as participants, were interviewed as a pair, also in direct connection to the end of the intervention, while the school principal was interviewed two years after the study. These staff interviews concerned the staff’s experiences of the influence of the dialogues on the students within the intervention as well as transfer effects to other contexts in school. The data from the study include detailed elaborations from a student perspective of different effects on the student’s communicative and cognitive development, which are in several respects supported also by staff reports. The results show that the student was able, interested, and willing to participate in philosophical dialogues, and our data point to several positive outcomes for the student in the communicative and cognitive domains. (shrink)

In this new edition, Arthur Fine looks at Einstein's philosophy of science and develops his own views on realism. A new Afterword discusses the reaction to Fine's own theory. "What really led Einstein . . . to renounce the new quantum order? For those interested in this question, this book is compulsory reading."--Harvey R. Brown, American Journal of Physics "Fine has successfully combined a historical account of Einstein's philosophical views on quantum mechanics and a discussion of some of the philosophical (...) problems associated with the interpretation of quantum theory with a discussion of some of the contemporary questions concerning realism and antirealism. . . . Clear, thoughtful, [and] well-written."--Allan Franklin, Annals of Science "Attempts, from Einstein's published works and unpublished correspondence, to piece together a coherent picture of 'Einstein realism.' Especially illuminating are the letters between Einstein and fellow realist Schrodinger, as the latter was composing his famous 'Schrodinger-Cat' paper."--Nick Herbert, New Scientist "Beautifully clear. . . . Fine's analysis is penetrating, his own results original and important. . . . The book is a splendid combination of new ways to think about quantum mechanics, about realism, and about Einstein's views of both."--Nancy Cartwright, Isis. (shrink)

This unique volume presents a debate between four of the top feminist theorists in the US today, discussing the key questions facing contemporary feminist theory, responding to each other, and distinguishing their views from others.

Multiple realisation prompts the question: how is it that multiple systems all exhibit the same phenomena despite their different underlying properties? In this paper I develop a framework for addressing that question and argue that multiple realisation can be reductively explained. I illustrate this position by applying the framework to a simple example – the multiple realisation of electrical conductivity. I defend my account by addressing potential objections:contra Polger and Shapiro, Batterman, and Sober, I claim that multiple realisation is commonplace, (...) that it can be reductively explained, but that it requires asui generisreductive explanatory strategy. (shrink)

Franklin (U. of Colorado) challenges the postmodern or constructivist criticism of science and the post-Kuhnsian climate that dismisses science as a bit of a shady business. His nine essays, most previously published, defend science as a reasonable enterprise based on valid experimental evidence and critical discussion, which provides people with knowledge of the physical world. After establishing his own view of constructivism and postmodernism, he sets out four case studies then uses them to examine issues such as how discord (...) between experimental results is resolved, the calibration of experimental apparatus, and its legitimate use in validating results, and how experimental results provide reasonable grounds for a belief in both the truth of physical theories and the existence of the entities the theories concern. Annotation copyrighted by Book News, Inc., Portland, OR. (shrink)

Significantly, Berkeley, in his Essay Towards a New Theory of Vision, leveled a sustained attack on just this geometrical theory of distance perception. At first glance it may seem, as it did to Berkeley, that Descartes’ geometrical theory is produced by a simple error: namely, by the idea that a physiological optics provides an adequate description of the psychological processes of judging distances. In truth, this is the weakest of Berkeley’s objections to Descartes’ theory. Obviously we do not see the (...) angles and lines of convergence when we focus on a distant object, nor are we aware of having used any geometrical rules in judging distance. And Descartes never claimed this. (shrink)

Contemporary developments in American epistemology, by R. M. Chisholm.--Contemporary metaphysics in the United States, by D. F. Gustafson.--Philosophy of physics, by H. Putnam--The influence of continental philosophy on the contemporary American scene: a summons to autonomy, by G. A. Scharader, Jr.--The influence of the later Wittgenstein on American philosophy, by J. O. Nelson.--Philosophy of mind, by F. H. Donnell, Jr.--Some remarks on the philosophy of language, by J. A. Fodor.--Ethics in the United States today, by D. Kading.--Social philosophy; philosophy of (...) social science, by P. Diesing. (shrink)

This text gives an account of the experience of reading Clarice Lispector’s Água Viva in the form of a brief dialogue with the text. It foregrounds the writing voice’s address of a second person and the attention this address brings to the acts of writing and reading that hold the two pronouns in relation, producing at once an infinite and nonexistent distance from being to being. The dialogue observes Lispector’s insistent return to the formulation “atrás do pensamento,” which has been (...) translated into English as “beyond thought” and can also be translated as “behind-thought” or as the background of thought, in a more spatial sense. Nancy reads the translation into French, where this spatial nuance is preserved, in consultation with Lusophone interlocutors about the specificities of the Portuguese original. The dialogue interrogates the link across this dimension, the recurrence of the pronoun it in the original Portuguese version of Água Viva, and the acts of writing and reading a text that brings awareness to a living, pulsing, ongoing, and escaping instant beyond meaning that is nonetheless the cause of the address in the first place. The dialogue follows the thread of this movement as it slips out behind thought, where Água Viva meets other books attuned to the instant and in which the dialogue’s “I” feels their vitalizing effects. (shrink)

Antitheodicy objects to all attempts to solve the problem of evil. Its objections are almost all on moral grounds—it argues that the whole project of theodicy is morally offensive. Trying to excuse God’s permission of evil is said to deny the reality of evil, to exhibit gross insensitivity to suffering, and to insult the victims of grave evils. Since antitheodicists urge the avoidance of theodicies for moral reasons, it is desirable to evaluate the moral reasons against theodicies in abstraction from (...) the intellectual reasons for and against them. It is argued that the best known theodicies such as those based on soul-making and free will are guilty of moral faults as alleged. But Leibniz’s best of all possible worlds theory, often thought to be the most morally offensive ‘Panglossian’ theodicy, is morally blameless because it excuses God by the absolute impossibility of his choosing any world better than the present one. Theodicy should not be conceived of as a search for greater goods which may excuse God’s permitting evils. From the divine point of view, creation is an upfront choice between scenarios—in modern parlance, a Trolley problem rather than a Transplant problem. In cases of forced choice among scenarios, it is morally improper to criticize one who chooses the best. (shrink)

The Mozi and the Daodejing are usually seen as fundamentally distinct and even opposed. In this article, I argue that they should be seen as emerging from a context of shared concerns and assumptions. The article begins by laying out initial commonalities between the two texts, offering a justification for discussing them together. The second part of the article will address their main points of difference, showing the Daodejing can be seen as working out tensions inherent in the Mozi. The (...) third part of the article briefly considers textual sources that suggest hybrid positions between the Mozi and the Daodejing. (shrink)

Historical dynamics around feminism, race, and rape discouraged extensive early Black involvement in anti-rape work in the United States. In Los Angeles, concern among women of color in the movement and a state initiative to fund poorly served areas converged to produce two new Black rape crisis centers in the mid-1980s. Ironically, state funding, an otherwise conservative influence on the anti-rape movement, has facilitated the progressive goal of expanding racial and ethnic diversity in the Los Angeles anti-rape movement. Racially homogeneous (...) organizations contributed more to diversifying the movement than integration within organizations. Despite differences in political perspective, women from older feminist groups and the new community-oriented centers now successfully work in coalition. (shrink)

Donna Haraway’s recent volume, Manifestly Haraway, offers the opportunity not only to compare two of her most influential writings side-by-side but also to revisit some of the enduring themes of her work over the past several decades. In this interview with Haraway, feminist science studies scholar Sarah Franklin explores some of the key terms in her work, looking back to some of her early work on embryology and primatology as well as exploring the more recent themes of her latest (...) book, Staying with the Trouble. (shrink)

After explaining why colleges cannot avoid teaching ethics across their undergraduate curricula, this chapter shows how an outcomes-based approach can be used to more effectively cultivate students' capacity for ethical deliberation.

Too often in a hospital setting, forgiveness is thought to be automatic—given if a physician makes the apology. But this is cheap grace: a forgiveness achieved without the participation of the injured party. We must remember that forgiveness must be given, and devise new practices to see that it can be.

Over thirty years after Maurice Blanchot writes The Unavowable Community--a book outlining a critical response to Jean-Luc Nancy's early proposal for thinking an "inoperative community"--The Disavowed Community offers a close reading of Blanchot's text.

Genetic testing raises concerns that individuals will be denied health insurance (and thus, effectively, access to health care), or that employers will screen to eliminate potentially costly workers. Although we as a society do not yet concur on the degree to which private businesses have a responsibility to promote social justice, several different policy alternatives might allow us to weigh the interests of insurers, as businesses, against the interests of citizens in a responsible manner.

El objetivo principal de este trabajo es presentar el sistema lógico que resulta de extender, de una manera natural, a la Silogística con la Lógica proposicional, y demostrar que tal extensión se puede caracterizar como un sistema axiomático. Los axiomas que se utilizan son los de Jan Łukasiewicz , y la completitud de tal sistema de axiomas se prueba utilizando un método análogo al método del conjunto maximal consistente con testigos de Henkin, siguiendo algunas ideas que utiliza John Corcoran para (...) probar que su sistema de reglas de inferencia para la Silogística es completo. (shrink)

Erich Neumann (1905-1960) was a student, close collaborator, and life-long friend of C. G. Jung's. He moved from Berlin to Palestine in 1934 where he endured WW11 with much distress. This provoked intense and depthful research into topics such as evil, consciousness, and creativity that would occupy his attention for the rest of his life- as well as challenge his friend's (Jung) thinking in many ways. His writings are still valuable and ever so pertinent for our understanding of human nature (...) and the changing developments that have resulted in "the eruption of the shadow and psychic chaos in today's world." (Jerome Bernstein) Eternal Echoes offers the reader an overview of Neumann's opus, which is large and multifaceted. Beginning with an introduction of Erich Neumann including a series of his active imagination watercolors, we see an intimate view into his internal process. The Jung-Neumann Correspondence examines evil as witnessed during WW11. The work Neumann focused on during this period resulted in his exploration of his own Roots of Jewish Consciousness, both Revelation and Apocalypse, and Hasidism. From there we move into an exploration of his exceptional and iconic books, The Origins and History of Consciousness, and The Great Mother, and two papers "Mass Man and the Phenomena of Recollectivation" and "Narcissism". Neumann continued his study of mythology and archetypes in Amor and Psyche: The Development of the Feminine. Later in Neumann's life, he wrote a number of books on creativity exploring its nature and source which began with his important early paper on "Mystical Man": Creative Man, Art and the Creative Unconscious, The Place of Creation. Neumann's works lead us back to our ground of being, where we live with opposites that are fiercely alive, impacting our lives and cultures. His writings are comprehensive, clear and steeped in deeply felt experiences that help to place us on firm ground. Since many of his themes and concepts are universal-beginning with archetypes, myths, and images-this book is not only pertinent to Jungian psychotherapists but anyone interested in understanding the profundity of human nature and its development. (shrink)