I. The New Inscription from Cales. II. The Date of the Operations Recorded by the Inscription Dessau 8965. III. The Identity of the General. I. The following inscription was recently discovered at Cales: M. Vinicius P.f., M.n., L.pron., cos. II, VII vir [epu]lonum, sodalis Augustalis, thriumphalibus ornamentis, quinq viam ab angiporto aedi[s] Iunonis Lucinae usque [ad] aedem Matutae et [clivum] ab ianu ad g[isiarios portae] Stellatin[ae et viam patulam] ad portafm laevam et ab foro] ad port[am domesticam sua pecunia (...) stravit]. (shrink)

This volume forms part of the series of the Princeton Studies in Humanistic Scholarship in America, under the general editorship of Richard Schlatter. Uitti's exposition of theories of language and literature from ancient Greece to contemporary America is oriented toward the proposal for a coordination of studies of language and literature in a sort of modern trivium of grammar, rhetoric, and dialectic. In the first part of the book, the author concentrates on Platonic "symbolic" and Aristotelian "analytic" ideas about language, (...) and then traces these two currents throughout the Middle Ages, paying special attention to Priscian, Anselm, Abelard, Petrus Hispanus, Dante, and the grammatica speculativa. He then brings the survey up to modern times, examining Descartes, the Port-Royal grammar, Du Marsais, Diderot, and Rousseau. Condillac and Coleridge are treated in detail as representing two modern theories of expression/communication, the one analytic and linguistic, the other synthetic and aesthetic. The second part of this work deals with a history of both linguistics and of American literary criticism, stressing I. A. Richards' descriptivism, new critic theories of metaphor and irony, and Wellek and Warren's Theory of Literature. Uitti singles out Roman Jakobson as being most prophetic in outlining future cooperation of linguistics and literary theory, and in this light analyzes various papers in Style and Language, in particular C. F. Voegelin's and Michel Riffaterre's. This survey of the contemporary American scene points to the fact that ours is a sign-oriented culture, and that recent studies in linguistics and in literary criticism of the poetics type have been sharing the same philosophical assumptions. The author thinks that language and literature studies would function best in the future as disciplines united in the broad matrix of cultural process, and using linguistic categories. He thus shares an oft-expressed hope for a cumulative literary "science," in which individual studies are oriented toward the broader construct. This book is addressed to the nonspecialist, but the expert will profit from Uitti's generous style which opens up new vistas on every page.--C. M. R. (shrink)

R. F. Stalley; VIII*—Plato's Doctrine Of Freedom, Proceedings of the Aristotelian Society, Volume 98, Issue 1, 1 June 1998, Pages 145–158, https://doi.org/10.11.

R F Dearden; Play and Pleasure, Journal of Philosophy of Education, Volume 5, Issue 1, 30 May 2006, Pages 37–41, https://doi.org/10.1111/j.1467-9752.1971.tb0044.

This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in (...) an educational context is considered. (shrink)

R. F. Atkinson; XIII*—Explanation in History, Proceedings of the Aristotelian Society, Volume 72, Issue 1, 1 June 1972, Pages 241–256, https://doi.org/10.1093/a.

The Modern Library, which used for its 1941 monolingual edition of the combined Pensées and Provincial Letters the Trotter translation of the former work, has chosen for this bilingual edition of the Pensées the artful translation of H. F. Stewart. The work is divided by Stewart into a major Apology and chronologically arranged Adversaria which he considers to lie outside the scope of the original work. Stewart's scholarly introduction surveys both the incredibly confused situation of existing manuscripts and the evolution (...) of Pascal's thought. Stewart has arranged the material in accordance with Pascal's own plan, which was reconstructed by Filleau de la Chaise and by Pascal's nephew the abbé Périer. One could argue, as does Brunschvicg, whose own arrangement reveals a prime consideration of accessibility to the modern reader rather than historical accuracy, that the authority of Filleau de la Chaise and the abbé Périer is indeed questionable. For their reconstruction of the plan was made some eight years after Pascal had announced it in a lecture at Port Royal in 1658. Moreover, this initial arrangement could not take into account modifications made while writing during the last four years of the author's life. Stewart has nevertheless relied on both the Brunschvicg facsimile of the autographed manuscript and the Tourneur reading of the First Copy, and has consulted several editions of the Pensées. The result is certainly the best edition in English of this momentous work. Stewart's translation is superb, reproducing eloquently Pascal's paradoxical, contrapuntal phrases without losing any of his delightfully subtle wit.—C. M. R. (shrink)

Reading the Republic without reference to the less familiar Laws can lead to a distorted view of Plato's political theory. In the Republic the philosopher describes his ideal city; in his last and longest work he deals with the more detailed considerations involved in setting up a second-best 'practical utopia.' The relative neglect of the Laws has stemmed largely from the obscurity of its style and the apparent chaos of its organization so that, although good translations now exist, students of (...) philosophy and political science still find the text inaccessible. This first full-length philosophical introduction to the Laws will therefore prove invaluable. The opening chapters describe the general character of the dialogue and set it in the context of Plato's political philosophy as a whole. Each of the remaining chapters deals with a single topic, ranging over material scattered through the text and so drawing together the threads of the argument in a stimulating and readily comprehensible way. Those topics include education, punishment, responsibility, religion, virtue and pleasure as well as political matters and law itself. Throughout, the author encourages the reader to think critically about Plato's ideas and to see their relevance to present-day philosophical debate. No knowledge of Greek is required and only a limited background in philosophy. Although aimed primarily at students, the book will also be of interest to more advanced readers since it provides for the first time a philosophical, as opposed to linguistic or historical, commentary on the Laws in English. (shrink)

The "problem of counterfactuals," as proposed by Goodman and Chisholm, cannot be solved. However, a similar program, pioneered by Hiż and Mrs. Milmed, but largely neglected, can be completed and promises a satisfactory analysis of subjunctive conditionals.

R F Dearden; Theory and Practice in Education, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-.

It has come to be expected that collections issued by the Royal Institute of Philosophy will contain work that has quality or is otherwise interesting. This volume runs true to form and presents plenty of both. It gives the proceedings of the conference arranged by the Institute at Exeter in 1973, consisting of five symposia together with Chairman's remarks of about eight pages or so for each symposium, and in three cases postscripts by the first speaker. The contributors and topics (...) are: R. F. Dearden and Elizabeth Telfer on ‘Autonomy as an Educational Ideal’ with R. M. Hare as Chairman; R. K. Elliott and Glenn Langford on ‘Education and the Development of the Understanding’ with Paul Hirst as Chairman; David Cooper and Timothy O'Hagan on ‘Quality and Equality in Education’ with R. F. Atkinson as Chairman; Mary Warnock and Richard Norman on ‘The Neutral Teacher’ with Alan Montefiore as Chairman; Stuart Brown and A. Phillips Griffiths on ‘Academic Freedom’ with R. S. Peters as Chairman. (shrink)

Christopher Cherry's article in the January 1973 issue of this journal has on its first page the sentence ‘And when a philosopher writes that “no clear idea is available to us of what moral scepticism amounts to”, that moral scepticism would, if it were possible at all, have to be a “specially cooked-up affair” by contrast with other varieties of scepticism, it is hard not to accuse him of just such a vice.’ He means the vice of disingenuousness and the (...) person to whom he attributes it is me. I did not write what he says I wrote and neither of his quotations is accurate. On the next page Cherry claims again to be summarizing a view of mine when he says that ‘An “intellectual moral scepticism” would, if it were anything, have to be a peculiarly cooked-up affair, and so by implication different from other forms of intellectual philosophical scepticism. It is not a species of the same genus.’. (shrink)

One of the great difficulties in effecting a synthesis of experience is the contradiction of the apparently mechanical character of the physical universe on the one hand, and the sense of freedom we associate with life on the other. In our own persons, we are told by medical science, or some of it, we are governed by physiological laws which are mechanical, as distinct from vital, in their nature. The best reconciliation of these with freedom, in the writer's opinion, is (...) the philosophy of Samuel Butler. In studying freedom as experienced by human beings Butler pointed out that a large number of practices which are apparently mechanical are really habits that have become stereotyped, and he drew attention to the fact that human actions can be classified as follows:—. (shrink)