The Modern School Movement traces the efforts made by the Anarchist movement to abolish all forms of authority and usher in a new society through a different form of education. Between 1910 and 1960 anarchists established more than twenty schools in the United States where children might study in an atmosphere of freedom and self-reliance in sharp contrast to the discipline of the traditional classroom. The prominent participants of this movement, including Emma Goldman, Margaret Sanger, Alexander Berkman and Man Ray (...) are discussed. (shrink)

Hrushovski's suggestion, given in [3], to capture the structure of the 1-analysable covers of a theory T using simplicial groupoids definable in T is realized here. The ideas of Haykazyan and Moosa, found in [“Functoriality and uniformity in Hrushovski's groupoid-cover correspondence,” Annals of Pure and Applied Logic, 2018] are used, and extended, to define an equivalence of categories. Finally, a couple of examples are studied with these new tools.

Extreme rates of premature death prior to the advent of modern medicine, very low rates of premature death in First World nations with low rates of prayer, and the least flawed of a large series of clinical trials indicate that remote prayer is not efficacious in treating illness. Mass contamination of sample cohorts renders such clinical studies inherently ineffectual. The required supernatural and paranormal mechanisms render them implausible. The possibility that the latter are not benign, and the potentially adverse psychological (...) impact of certain protocols, renders these medical trials unethical. Resources should no longer be wasted on medical efforts to detect the supernatural and paranormal. (shrink)

Presents a philosophy of creativity and self-fulfilment, and demonstrates that happiness is possible to achieve.

In 1983, Dr. J. Robin Warren and Dr. Barry Marshall reported finding a new kind of bacteria in the stomachs of people with gastritis. Warren and Marshall were soon led to the hypothesis that peptic ulcers are generally caused, not by excess acidity or stress, but by a bacterial infection. Initially, this hypothesis was viewed as preposterous, and it is still somewhat controversial. In 1994, however, a U. S. National Institutes of Health Consensus Development Panel concluded that infection appears to (...) play an important contributory role in the pathogenesis of peptic ulcers, and recommended that antibiotics be used in their treatment. Peptic ulcers are common, affecting up to 10% of the population, and evidence has mounted that many ulcers can be cured by eradicating the bacteria.. (shrink)

This line has long been a crux in the interpretation of Pindar, and there is still no consensus on its syntax or meaning. The conclusions reached by Stefan Radt , 148–74) and Richard Stoneman , 65–70) in the most recent studies of the problem are in all respects at variance. The cardinal difficulty of0 the line is the sense of , which must be elucidated before one can attempt to disentangle the syntax. I believe that previous commentators have overlooked or (...) misapplied crucial parallel passages because of their preconceptions about the nature of the metaphor here. (shrink)

Hegel makes claims about the relation of philosophy to religion that might raise concerns for those who want to locate his philosophy generally within the modern enlightenment tradition. For example, at the outset of his Lectures on Aesthetics he claims that philosophy “has no other object but God and so is essentially rational theology”.1 What might seem to placate worries here is that Hegel of course differentiates between the forms of religious and philosophical cognition in which such a content is (...) presented: while religion grasps this content in the form of imagistic or figurative representations [Vorstellungen], philosophy grasps it within conceptual thought, an attitude which might seem to align him with that found within the German enlightenment, for example, that found in Lessing and Kant. However, it seems undeniable that, in comparison to Kant, for example, Hegel employs forms of expression for the presentation of his own philosophical thought that are redolent with the type of imagistic and figurative locutions supposedly at home in religion. Moreover, the actual imagery employed seems to refer to the type of trinitarian version of Christianity that can seem antithetical to those forms of Christian thought that lent themselves to the sort of “demythologization” characteristic of the enlightenment attitude to religious doctrine. Such factors as these make it easy to portray Hegel’s philosophy as a type of irrationalist mysticism,2 or at least as a disguised theology with a content from revealed religion, and thus aligning him more to the spirit of the Counter-Enlightenment than the Enlightenment. (shrink)

Like Plato, Protagoras held that young children learn virtue from fine examples in poetry. Unlike Plato, Protagoras taught adults by correcting the diction of poets. In this paper I ask what his standard of correctness might be, and what benefit he intended his students to take from exercises in correction. If his standard of correctness is truth, then he may intend his students to learn by questioning the content of poems; that would be suggestive of Plato’s program in Republic III. (...) But his standard is more likely to be the accurate use of language; in that case he would intend his students to learn to express their thoughts clearly enough that their audience would understand what they were saying. That standard would be independent of the truth of what they are saying; and that would be a precursor to modern techniques by which we try to teach speaking and writing. Truth is not so easy to escape, however, and we shall see that Protagoras’ exercise must assume that the poet is trying to tell the truth. (shrink)

The Garden of Leaders explores two related questions: What is leadership? And what sort of education could prepare young people to be leaders? Paul Woodruff argues that higher education--particularly but not exclusively in the liberal arts--should set its main focus on cultivating leadership in students. Woodruff advances a new view of liberal arts education that places leadership at the root of everything it does, so that students will be prepared to lead in their lives and careers--and not necessarily in (...) management roles. Woodruff views the contemporary university as sorely lacking an emphasis on leadership, and presents three core sets of recommendations for how they can and should foster it. First, Woodruff posits co-curricular groups, activities, and projects as essential activities for students to gain confidence and leadership skills. Administrations should encourage students to engage in activities outside the classroom, convert coached sports teams into student-led clubs as far as possible, and discourage social organizations that are segregated by race or sex. Second, Woodruff advocates for a different curriculum for all undergraduates, no matter their major-arguing that they need to be taught leadership in the forms of key skills including communication, as well as exposure to key material in history literature, social science, and ethics. Students should be asked to consider the hardest ethical dilemmas that leaders face, toggling between Machiavelli and great ethical thinkers such as Confucius and Socrates. Third, Woodruff calls for the teaching methods used by instructors to re-orient themselves around the question of leadership, particularly by emphasizing teamwork. Professors should respect their students' independence, avoid tyrannical teaching, and remember that all teachers teach ethics simply by the examples they set in dealing with students. Whether in engineering, music, or classics, The Garden of Leaders advances leadership as a core value that should be at the heart of the educational enterprise-contending that while a college campus can be many things, it should at the very least be a ground upon which new leaders can grow. (shrink)

Ο συγγραφέας σχολιάζει τις πληροφορίες που αφορούν την ιστορία της ελληνιστικής Ανατολής από τη βασιλεία του Μεγάλου Αλεξάνδρου μέχρι και αυτή του Αντίοχου Α'. Περιλαμβάνονται στον πρώτο τόμο του corpus των βαβυλωνιακών αστρονομικών εφημερίδων που δημοσίευσαν πρόσφατα οι Α. J. Sachs et Η. Hunger (1988) : 1. Η μάχη των Γαυγαμήλων. Ο Paul Bernard αποδεικνύει ότι η εκλογή του πεδίου της μάχης, όπου ήρθαν αντιμέτωπες οι στρατιές των Μακεδόνων και των Περσών, δεν ήταν αποτέλεσμα αυτοσχεδιασμού εκ μέρους του επιτελείου (...) του Δαρείου Γ', αλλά η σύλληψη ενός στρατηγικού σχεδίου μετά από ώριμη σκέψη, του οποίου τις αρετές είχαν αποκρύψει οι κλασικοί ιστορικοί. 2. Η χρονολογία του θανάτου του Μ. Αλεξάνδρου. 3. Η επανάσταση των Ελλήνων αποίκων στις άνω σατραπείες το 323-322 π.Χ. 4. Ο αγώνας μεταξύ Αντιγόνου και Σέλευκου στην Μεσοποταμία-Βαβυλωνία. 5. Ο πρώτος συριακός πόλεμος (274-271 π.Χ.). 6. Η μεταφορά αποίκων από τη Βαβυλωνία στη Σελεύκεια του Τίγρη το 274 π.Χ. 7. Η κρίση της Βαβυλωνίας στα τέλη της βασιλείας του Αντίοχου Α'. (shrink)

Unique in all of literature, the Confessions combines frank and profound psychological insight into Augustine's formative years along with sophisticated and beguiling reflections on some of the most important issues in philosophy and theology. The essays contained in this volume, by some of the most distinguished recent and contemporary thinkers in the field, insightfully explore Augustinian themes not only with an eye to historical accuracy but also to gauge the philosophical acumen of Augustine's reflections.

The Summa predicantium compiled in the second quarter of the fourteenth century by the English Dominican John Bromyard (d. ca. 1352), has a number of things to say about invention in art or archite...

Volume 1. The Anscombe-Lewis debate : from analogia entis to analogia fidei -- "God ... or a Bad, or Mad, Man" : C.S. Lewis's argument for Christ's divinity--a systematic theological, historical, and philosophical analysis of aut Deus aut malus homo -- Atonement : a unified model and event, the drama of redemption - understanding and rationalizing the tradition -- Scripture and the Christ, the Word of God : C.S. Lewis and Karl Barth--Convergence and Divergence -- The Pittenger-Lewis Debate : fundamentals (...) of an ontological Christology -- The question of multiple incarnations : imagination and paradox, reality and salvation. (shrink)

This article presents the case of a mother who is planning a home birth with a midwife with the shared knowledge that the fetus would have congenital anomalies of unknown severity. We discuss the right of women to choose home birth, the caregivers’ duty to the infant, and the careproviders’ dilemma about how to respond to this request. The ethical duties of concerned careproviders are explored and reframed as professional obligations to the mother, infant, and their profession at large. Recommendations (...) are offered based on this case in order to clarify the considerations surrounding not only home birth of a fetus with anticipated anomalies, but also to address the ethical obligations of caregivers who must navigate the unique tension between respecting the mother’s wishes and the duty of the careproviders to deliver optimal care. (shrink)

To step back: rethinking the question -- Where we stand: the contemporary question -- The road: rationality and worldviews -- At the crossroads of worldviews -- The crossroad we have passed: the project of Thomas Aquinas -- God at the crossroads: what the five ways do -- The fork: the emergence of modern atheism as a worldview -- To set out: arguing from the crossroads to God.

Introduction au numéro spécial "L'articulation de la phénoménologie et de l'herméneutique chez Paul Ricœur".