This book is a collection of secondary essays on America's most important philosophic thinkers—statesmen, judges, writers, educators, and activists—from the colonial period to the present. Each essay is a comprehensive introduction to the thought of a noted American on the fundamental meaning of the American regime.

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 78-98 [Access article in PDF] Aesthetic Understanding as Informed Experience:The Role of Knowledge in Our Art Viewing Experiences Richard Lachapelle, Deborah Murray, and Sandy Neim [Figures] Thinking calls for images, and images contain thought. Therefore, the visual arts are a homeground of visual thinking. 1A common misconception about the nature of art and of aesthetic appreciation is that these activities (...) are essentially a question of "feeling," as if tuning in to the right feeling will automatically lead to a full understanding of the work of art. Another widespread misunderstanding essentially reduces art viewing to a simple question of perception, as if looking long and hard isalways enough to apprehend the work of art's message. Fortunately, a growing body of research into adults' art viewing experiences is debunking these widely held beliefs as oversimplifications of the art viewing process. We can now assert, with a good degree of certainty, that our art viewing experiences solicit four key areas: the affective, perceptual, communicative, and cognitive dimensions of human experiencing. 2 Therefore, we would be hard-pressed not to agree with Rudolph Arnheim's reflections, presented above, on the important role of thought in shaping our artistic and aesthetic experiences.While acknowledging at the outset the essential roles of affect, perception, and communication in our art viewing experiences, this paper focuses more specifically on aspects of the intellectual dimension of this experience. First, we will present and discuss a model that we have developed over the last several years. This model identifies the kinds of knowledge and learning involved in art viewing activities. Second, we will present the results of an empirical study conducted to provide support for the model. Finally we will briefly discuss the model's usefulness for the purposes of aesthetic education. [End Page 78] The Model of Aesthetic Understanding as Informed Experience The Model of Aesthetic Understanding as Informed Experience provides an explanation of the process of understanding and appreciating a work of art from an educational perspective: it identifies the types of knowledge involved and it also pinpoints the kinds of learning at each stage in the process leading to an understanding of the aesthetic object.In this model, the process of viewing and understanding a work of art is visualized as a two-phased type of informed experience. Through a process of experiential learning, the viewer first encounters the work of art and formulates an initial interpretation. Then, through a process involving theoretical learning, the viewer compares his or her first interpretation with a related body of external, scientific information. This second step in the learning process leads to a reconstruction of knowledge about the work of art. Tandem use of the two processes assists the viewer in furthering his or her understanding of the art object; it also promotes growth in his or her art viewing skills. In the course of each new encounter with an aesthetic object, the interplay of experiential and theoretical learning leads to additional development of the viewer's background knowledge in art, resulting in better preparedness to successfully engage the next work of art. 4 Theoretical Foundations of the Model Three different theories informed the development of the model. 5 By using anecdotal evidence obtained from a group of fifty-two museum professionals, Mihaly Csikszentmihalyi and Rick E.Robinson were able to identify the four major dimensions of aesthetic experience: intellect, communication, perception, and emotion. Each one of these dimensions constitutes, to some extent, a challenge that the work of art addresses to the viewer. According to these researchers, the intellectual dimension of aesthetic experience consists of all aspects of the viewer's attempts to use knowledge in order to find meaning in the work of art (TAS, 27-71). Csikszentmihalyi and Robinson also propose a model that describes the aesthetic encounter in terms of an interaction between the viewer, the work of art, and the artist. To this encounter, the viewer brings his skills in aesthetic appreciation; these may be... (shrink)

The Catholic Church proscribes methods of birth control other than sexual abstinence. Although the U.S. Food and Drug Administration (FDA) recognizes abstinence as an acceptable method of birth control in research studies, some pharmaceutical companies mandate the use of artificial contraceptive techniques to avoid pregnancy as a condition for participation in their studies. These requirements are unacceptable at Catholic health care institutions, leading to conflicts among institutional review boards, clinical investigators, and sponsors. Subjects may feel coerced by such mandates to (...) adopt contraceptive techniques inconsistent with their personal situation and beliefs; women committed to celibacy or who engage exclusively in non-heterosexual activities are negatively impacted. We propose principles to insure informed consent to safeguard the rights of research subjects at Catholic institutions while mitigating this ethical conflict. At the same time, our proposal respects the interests of pharmaceutical research agencies and Catholic moral precepts, and fully abides by regulatory guidance. (shrink)

The volume documents, and makes an original contribution to, an astonishing period in twentieth-century philosophy—the progress of Arne Naess's ecophilosophy from its inception to the present. It includes Naess's most crucial polemics with leading thinkers, drawn from sources as diverse as scholarly articles, correspondence, TV interviews and unpublished exchanges. The book testifies to the skeptical and self-correcting aspects of Naess's vision, which has deepened and broadened to include third world and feminist perspectives. Philosophical Dialogues is an essential addition to the (...) literature on environmental philosophy. (shrink)

This paper introduces Richard Rorty’s notion of the liberal ironist and his vision of a liberal utopia and explores the implications of these for philosophical questions concerning morality, as well as morality in general. Rorty’s assertions of the contingency of language, society and self are explored. Under the contingency of language, the figure of the ironist is defined, and Rorty’s conception of vocabularies is discussed. Under the contingency of society, Rorty’s definition of liberalism, his opposition of literary culture to (...) materialist and metaphysical culture, and his notions concerning utopian politics are discussed. Under the contingency of self, Rorty’s critique of Kantian and his appropriations of Deweyan and Freudian conceptions of morality are presented. Other key factors discussed are Rorty’s theory of the separation of the private and public spheres of life and his ideas concerning cruelty and human solidarity. In this way, a critical analysis of Rorty’s proposed balance between private, ironic doubt and public, liberal social hope is presented and assessed in terms of its merit as a system of thought suited to the needs of post-metaphysical, liberal societies. (shrink)

Reprinted in Colin Murray Turbayne, ed., 'A Treatise on the Principles of Human Knowledge / George Berkeley, with Critical Essays' (Bobbs-Merrill, 1970): 47-56.

In the introduction to his recent book outlining a "deep rhetoric" that can affirm rhetoric's "philosophical foundations," James Crosswhite celebrates a remark made by the late Henry Johnstone, the founding and long-time editor of Philosophy and Rhetoric. Johnstone, claims Crosswhite, "once suggested that rhetoric was an attempt to be 'philosophy without tears'". The passage to which Crosswhite refers appears in Johnstone's foreword to the book Rhetoric and Philosophy, a collection of essays edited by Richard Cherwitz. There, in a bungled (...) bid to praise rhetoric's "increased interest in philosophy during the past few decades," Johnstone attributes the "belief that [rhetoric] is 'philosophy without tears'"... (shrink)

This chapter contains sections titled: The Free‐Rider Problem The Sorites Paradox So, is it Rational for Me to Contribute by Not Climbing? Concluding Remarks and Implications Notes.

Recently in the U.S. a near-consensus has formed around the idea that it would be desirable to "end welfare as we know it," in the words of President Bill Clinton.1 In this context, the term "welfare" does not refer to the entire panoply of welfare state provision including government sponsored old age pensions, government provided medical care for the elderly, unemployment benefits for workers who have lost their jobs without being fired for cause, or aid to the disabled. "Welfare" in (...) contemporary debates means "cash, food, or housing assistance to healthy nonaged persons with low incomes."2 In the U.S., the main policy that qualifies as welfare in this sense is Aid to Families with Dependent Children.3 Although contemporary attacks on welfare are identified with conservative policy analysts such as Charles Murray, in fact dissatisfaction with the policies Murray targets for criticism is widespread among liberal intellectuals. For example, in a sharply critical review essay on Murray's book Losing Ground, Christopher Jencks worries that "the social policies that prevailed from 1964 to 1980 often seemed to reward vice" instead of rewarding virtuous conduct by the poor. The problem as Jencks, following Murray, views it is not easy to repair, because "if you set out to help people who are in trouble, you almost always find that most of them are to some extent responsible for their present troubles. Few victims are completely innocent. Helping those who are not doing their best to help themselves poses extraordinarily difficult moral and political problems."4 David T. Ellwood writes that Murray “is almost certainly correct in stating that welfare does not reflect or reinforce our most basic values. He is also correct in stating that no amount of tinkering with benefit levels or work rules will change that.”. (shrink)

Equality is a fundamental but contested facet of justice. There are competing views about how the basic egalitarian character of justice should be conceptualized and about what practical implications ideals of equality have for the evaluation of political institutions, laws, and social practices. This volume brings together the reflections of some of today's leading political philosophers on the basic character and practical significance of equality as an ideal of justice. The topics explored are diverse and the essays offer challenging new (...) perspectives on recent work about justice and equality. The collection features new essays by Elizabeth Anderson, Richard Arneson, Michael Blake, Colin Macleod, Sophia Moreau, Debra Satz and Kok-Chor Tan. The essays provide an excellent indication of the richness and diversity of contemporary egalitarian theory. (shrink)

Taking Isaac Newton at his own word, historians have long agreed that the decade of the 1660s, when Newton was a young man in his twenties, was the critical period in his scientific career. In the years 1665 and 1666, he has told us, he hit on the ideas of cosmic gravitation, the composition of white light, and the fluxional calculus. The elaboration of these basic ideas constituted his scientific achievement. Nevertheless, the decade of the 1660s has remained a virtual (...) blank in our knowledge of Newton. It need not remain so always. His papers contain a wealth of manuscripts from his undergraduate years and the period immediately following. The first volume of his mathematical papers, which will soon be published, will demonstrate how extensive the information on his early mathematical development is. The development of his non-mathematical studies, especially of what I shall call his scientific studies to distinguish them from the mathematical, can be followed as well—in his reading notes, in his notebooks, above all in the passage in his philosophical notebook labelled Quaestiones quaedam Philosophicae. In this passage we see emerging into consciousness for the first time the questions on which Newton's philosophy of nature was built. (shrink)

How do we know and understand who we really are as human beings? The concept of 'the self' is central to many strands of psychology and philosophy. This book tackles the problem of how to define persons and selves and discusses the ways in which different disciplines, such as biology, sociology and philosophy, have dealt with this topic. Richard S. Hallam examines the notion that the idea of the self as some sort of entity is a human construction and, (...) in effect, a virtual reality. At the same time, this virtual self is intimately related to the reality of ourselves as biological organisms. Aiming to integrate a constructionist understanding of self with the universalizing assumptions that are needed in natural science approaches, this text is unique in its attempt to create a dialogue across academic disciplines, while retaining a consistent perspective on the problem of relating nature to culture. (shrink)

The introduction discusses the influence of two kinds of philosophy to film theory. It describes and clarifies the characteristic methods and strategies of analytic philosophy and film theory, and continental philosophy and film theory. It is concerned with the description of methods, debates, and principles of analytic philosophy with reference to the contributions of philosophy to film theory. It informs and provides indication of issues, methods, and doctrines. It examines, criticizes, and defends the use of exponents of analytic and continental (...) philosophy. All throughout the introduction, it is noted that analytic philosophy is conceived as a pedantic, conservative discipline by scholars of film, media, and culture while continental philosophy is seen as having more imaginative richness and being more focused on moral and ideological issues. However, the aim of analysing film theory is not to stop the pursuit of any specific doctrine but to improve the rigor with its pursuit. (shrink)

Isaac Newton was indisputably one of the greatest scientists in history. His achievements in mathematics and physics marked the culmination of the movement that brought modern science into being. Richard Westfall's biography captures in engaging detail both his private life and scientific career, presenting a complex picture of Newton the man, and as scientist, philosopher, theologian, alchemist, public figure, President of the Royal Society, and Warden of the Royal Mint. An abridged version of his magisterial study Never at Rest, (...) this concise biography makes Westfall's highly acclaimed portrait of Newton newly accessible to general readers. (shrink)

Knowledge and expertise -- Knowledge and action -- The nature of professional action in urban planning.

This study examines the effect of a business ethics course on undergraduates’ attitudes toward the importance of corporate ethics and social responsibility, as measured by the PRESOR scale. It employs a survey approach, adopting a pretest/posttest methodology in the data collection. A total of 132 undergraduate students were surveyed over a period of four semesters during 2006 and 2007. To test the effects of individual personality characteristics and examine their potential interaction with ethical education, participants’ personal values and degree of (...) Machiavellianism were also assessed. The business ethics course resulted in significantly less support for the traditional “stockholder view” of business, providing backing for the inclusion of a stand-alone business ethics course in the business studies curriculum. In addition, among nonbusiness majors, the course resulted in significantly greater support for the “stakeholder view,” suggesting that it would be especially beneficial to open such a course to nonbusiness students. (shrink)

What does it mean to take the Bible seriously? This introductory book explores how Scripture itself gives us the resources to read it wisely. First, it looks at the basic questions of reading in context--historical, literary, and theological--and understanding the significance of the two-testament structure of the Christian Bible. Then it looks at how the Bible can itself contribute to shaping a wise doctrine of Scripture. Finally, it considers some of the many hermeneutical perspectives that contribute to reading the Bible (...) wisely. New to this revised edition are chapters addressing the significance of the Old Testament, the performative function of Scripture, and how reading Scripture actually helps form the reader. The aim throughout is to explore key questions critical to the task of reading the Bible generously, constructively, and in a comprehensible way, without oversimplifying core theological issues. (shrink)

The human science or qualitative approaches to research have always argued that methodology must be determined by the subject matter under study. Yet the same approaches to data collection (i.e., the qualitative interview) and data analysis have been utilized by these approaches since their inception. The most essential lesson of van den Berg's metabletics is that no phenomenon is static or absolute. If human phenomena are ever-changing then the methodologies we use to study them must also change and adapt, so (...) that we can more fully and authentically capture their meaning structures. This paper will develop this argument, and demonstrate the limitation of interviews for the study of the changing nature of human phenomena, utilizing psychotherapy research as an example. (shrink)

From the very day in 1686 when Edmond Halley placed Book I of the Principia before the Royal Society, Robert Hooke's claim to prior discovery has been associated with the law of universal gravitation. If the seventeenth century rejected Hooke's claim summarily, historians of science have not forgotten it, and a steady stream of articles continues the discussion. In our own day particularly, when some of the glitter has worn off, not from the scientific achievement, but from the character of (...) Newton, there has been a tendency vicariously to atone for the treatment Hooke received. The judgement Lohne cites with approval from Vavilov appears to summarize the current estimate of the issue—in the seventeenth century only Newton could have written the Principia; nevertheless Hooke first sketched out its programme. What with all the knocks he has received both alive and dead, one feels guilty in assuming the role of “debunker” at this late date. Apologetically draped in sackcloth then, head covered with ashes I venture softly to suggest that Hooke has received more than his due. There is no question here of justifying Newton's behaviour toward Hooke. Wholly lacking in generosity as it appears to me, Newton's behaviour neither deserves nor can receive justification. The question turns rather on Hooke's scientific theories. Granting always his lack of demonstrations, historians have been prone to interpret his words in the light of Newton's demonstrations. A close examination of Hooke's writings does not sustain the interpretation. Contrary to what is generally asserted, he did not hold a conception of universal gravitation. And if he announced the inverse square relation, he derived it from such a medley of confusion as will not allow his claim to priority. (shrink)