Can one and the same quotation be used on different occasions to quote distinct objects? The view that it can is taken for granted throughout the literature (e.g. Goddard & Routley 1966, Christensen 1967, Davidson 1979, Goldstein 1984, Jorgensen et al 1984, Atlas 1989, Clark & Gerrig 1990, Washington 1992, García-Carpintero 1994, 2004, 2005, Reimer 1996, Saka 1998, Wertheimer 1999). Garcia-Carpintero (1994, p. 261) illustrates with the quotation expression ''gone''. He says it can be used to quote any of the (...) following items. (shrink)

What is to be learned from the chaotic downfall of the Weimar Republic and the erosion of European liberal statehood in the interwar period vis-a-vis the ongoing European crisis? This book analyses and explains the recurrent emergence of crises in European societies. It asks how previous crises can inform our understanding of the present crisis. The particular perspective advanced is that these crises not only are economic and social crises, but must also be understood as crises of public power, order (...) and authority. In other words, it argues that substantial challenges to the functional and normative setup of democracy and the rule of law were central to the emergence and the unfolding of these crises. The book draws on and adds to the rich ’crises literature’ developed within the critical theory tradition to outline a conceptual framework for understanding what societal crises are. The central idea is that societal crises represent a discrepancy between the unfolding of social processes and the institutional frameworks that have been established to normatively stabilize such processes. The crises at issue emerged in periods characterized by strong social, economic and technological transformations as well as situations of political upheaval. As such, the crises represented moments where the existing functional and normative grid of society, as embodied in notions of public order and authority, were severely challenged and in many instances undermined. Seen in this perspective, the book reconstructs how crises unfolded, how they were experienced, and what kind of responses the specific crises in question provoked. -/- Table of Contents -/- Introduction: European Crises of Public Power: From Weimar until Today, Poul F. Kjaer & Niklas Olsen / Part I: Semantics, Notions and Narratives of Societal Crisis / 1. What Time Frame Makes Sense for Thinking About Crises?, David Runciman / 2. The Stakes of Crises, Janet Roitman / Part II: Weimar and the Interwar Period: Ideologies of Anti-Modernism and Liberalism / 3. The Crisis of Modernity – Modernity as Crisis: Towards a Typology of Crisis Discourses in Interwar East Central Europe and Beyond, Balázs Trencsényi / 4. European Legitimacy Crisis – Weimar and Today: Rational and Theocratic Authority in the Schmitt-Strauss Exchange, John P. McCormick / 5. Crisis and the Consumer: Reconstructions of Liberalism in Twentieth Century Political Thought , Niklas Olsen / Part III: The Causes of Crises: From Corporatism to Governance / 6. The Constitutionalization of Labour Law and the Crisis of National Democracy , Chris Thornhill / 7. The Crisis in Labour Law: From Weimar to Austerity Ruth Dukes / 8. From the Crisis of Corporatism to the Crisis of Governance, Poul F. Kjaer / Part IV: The Euro and the Crisis of Law and Democracy / 9. What is left of the European Economic Constitution II? From Pyrrhic Victory to Cannae Defeat Christian Joerges / 10. Reflections on Europe’s “Rule of Law Crisis”, Jan-Werner Müller. 11. Democracy under Siege: The Decay of Constitutionalisation and the Crisis of Public Law and Public Opinion, Hauke Brunkhorst/ Part V: The Consequences of Crises and the Future of Europe / 12. Crises and Extra-Legality: From Above and From Below, William E. Scheuermann / 13. “We could all go Down the Road of Lebanon” – Crisis Thinking on the Anti-Muslim Far Right, Mikkel Thorup / 14. Conclusions and Perspectives: The Re-Constitution of Europe, Poul F. Kjaer & Niklas Olsen Index . (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 15.2 (2007) 150-160MuseSearchJournalsThis JournalContents[Access article in PDF]Songs to Teach a NationEstelle R. Jorgensen Indiana University, BloomingtonIn this symposium, I first briefly respond to Randall Allsup's piece, "Extraordinary Rendition: On Politics, Music, and Circular Meanings" with some general remarks on the distinctions between fundamentalism and liberalism, and internationalism, nationalism, and localism, and the importance of exercising judgment in order to find a middle ground between (...) extreme positions. Against this backdrop, I reflect on the songs we need to teach the nation to sing and, as a case in point, consider the National Anthem Project launched by the MENC—The National Association for Music Education. I suggest that at the very least the "Star-Spangled Banner" ought not be the only song to teach the nation at this time and it is important to carefully consider which songs we ought to teach the nation. And I propose that music teachers need to take a measured approach that eschews fundamentalism, rampant militarism, and excessive patriotism, embraces musically the tensions between internationalism, nationalism, and localism, and expresses a sensitive world-view through the choice of songs that cultivate and express liberal and democratic ideals and foster peace internationally.1Allsup's attention to the political character of research reminds us of the important consequences of any activity in the public and private spheres. Our endeavors as researchers are inherently ethical and have political consequences because as music teachers, we act on behalf of what John Dewey terms "the public."2 Dewey's "public" arises out of the need for social activities to be collectively organized, especially given the presence of the young, the poor, the ill, the elderly, the needy, and those who are otherwise dependent on others. Politics concerns the organization and governance of the public, that is the collective activities on behalf of society. For Dewey, educational activity cannot escape being ethical and political (construed positively) by the very fact of its undertaking on behalf of a public in the phenomenal world.3My understanding of fundamentalism is that it is, by definition, antithetical to liberalism. Whereas liberalism embraces surprise, entertains the possibility of doubt, and includes the "responsibility to choose,"4 fundamentalism is closed-minded and refuses to be surprised or to doubt the certainty of beliefs that have been accepted. Israel Scheffler notes that there is a safety in dogmatism in which one does not need to face the unsettlement of surprise that one might be wrong and one's beliefs mistaken.5 This quality of fallibility and openness to the possibility of surprise renders a liberal democracy fragile. Without cultivating [End Page 150] capacities and dispositions to open-mindedness and critical thought and action on the part of all the citizens of the democracy, it is open to being high-jacked by closed-mindedness and fundamentalism and thereby subject to dictatorial action on the part of those who seize political power.6 In difficult times, certainty may seem to be safer than open-mindedness that weighs possibilities and thinks through the complexities with which the public must deal. As Paul Woodford argues, if music education is to serve the interests of liberalism, it must likewise cultivate critical thinking and I add the caveat, as a means of defeating fundamentalism and literalism that would destroy liberal democracy.7Liberalism depends on the assertion of certain universal principles of ethical conduct. Seyla Benhabib's reconstruction of universals in what she terms her "post-Enlightenment project of interactive universalism" takes account of important postmodern, feminist, and communitarian insights and understands universals as "interactive not legislative, cognizant of gender difference not gender blind, contextually sensitive and not situation indifferent."8 In this frame, it is only possible to sustain liberalism on the assumption of action that takes for granted that others ought to agree with one and act in such-and-such ways. Whether these principles are referred to as "commonalities" or "universals" in the Benhabibian sense, one appeals to certain propositions on which ethical and political action should be predicated... (shrink)

Awareness is a personal experience, which is only accessible to the rest of world through interpretation. We set out to identify a neural correlate of visual awareness, using brief subliminal and supraliminal verbal stimuli while measuring cerebral blood flow distribution with H215O PET. Awareness of visual verbal stimuli differentially activated medial parietal association cortex (precuneus), which is a polymodal sensory cortex, and dorsolateral prefrontal cortex, which is thought to be primarily executive. Our results suggest participation of these higher order perceptual (...) and executive cortical structures in visual verbal awareness. (shrink)

This book is a systematic reappraisal of Leibniz’s philosophy of mind. The main argument of this book is easy to state: Leibniz offers a fully natural theory of mind. In today’s philosophical climate, in which much effort has been put into discovering a naturalized theory of mind, Leibniz’s efforts to reach a similar goal 300 years earlier will provide a critical stance from which we can assess our own theories. But while the goals might be similar, the content of Leibniz’s (...) theory significantly diverges from the majority of today’s theories. Leibniz’s philosophy of mind meets the standards of what he would regard as a fully natural theory. Perhaps surprisingly, Leibniz’s theological commitments yield a thoroughgoing naturalizing methodology: the properties of an object are explicable in term of the object’s nature. This book argues that Leibniz pursued his philosophy of mind with this methodology in hand. If we keep this commitment to a naturalizing project in mind, then we will find in Leibniz a rich and interesting philosophy of mind. -/- This book provides an account of Leibniz’s naturalizing constraints and traces them through Leibniz’s philosophy of mind. It covers issues relating to mental representation, perception, sensation, consciousness, memory, and moral identity. (shrink)

In 1710 G. W. Leibniz published Theodicy: Essays on the Goodness of God, the Freedom of Man, and the Origin of Evil. This book, the only one he published in his lifetime, established his reputation more than anything else he wrote. The Theodicy brings together many different strands of Leibniz's own philosophical system, and we get a rare snapshot of how he intended these disparate aspects of his philosophy to come together into a single, overarching account of divine justice in (...) the face of the world's evils. At the same time, the Theodicy is a fascinating window into the context of philosophical theology in the seventeenth century. Leibniz had his finger on the intellectual pulse of his time, and this comes out very clearly in the Theodicy. He engages with all of the major lines of theological dispute of that time, demonstrating the encyclopaedic breadth of his understanding of the issues. Leibniz's Theodicy remains one of the most abiding systematic accounts of how evil is compatible with divine goodness. Any treatment of the problem of evil must, at some point, come to grips with Leibniz's proposed solution. This volume refreshes and deepens our understanding of this great work. Leading scholars present original essays which critically evaluate the Theodicy, providing a window on its historical context and giving close attention to the subtle and enduring philosophical arguments. (shrink)

Leibniz explains both activity and sensation in terms of the relative distinctness of perception. This paper argues that the systematic connection between activity and sensation is illuminated by Leibniz’s use of distinctness in analyzing each. Leibnizian sensation involves two levels of activity: on one level, the relative forcefulness of an expression enables certain expressions to stand out against the perceptual field, but in addition to this there is an activity of the mind that enables sensory experience. This connection of mental (...) activity and perceptual distinctness enables us to better appreciate the fundamental role perceptual distinctness plays in Leibniz’s theory of sensation. (shrink)

Transgression in Games and Play is a collection of original research that explores what transgression means in the context of videogames and play, how boundaries are being crossed by game content as well as by player actions, and how players respond to different kinds of infringements. It explores questions such as: How are controversial game content experienced during the course of gameplay? Why would players intentionally put themselves or others under distress when playing games, and how does such content affect (...) the playful attitude? Are there any ethical or aesthetical limits for what type of contents that can be presented in games? If so, are these limits different from other media? What are the means and motivation for designers to create transgressive game content. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 130-140 [Access article in PDF] Western Classical Music and General Education Estelle R. Jorgensen Indiana University Thinking about transforming music, I address issues relating to the role of musicians in higher education and Western classical music in general education. I am concerned about this music because it is marginalized in general education and the civic spaces of public life. Where once it (...) held a privileged place, it seems now to have acquired (in some quarters at least) a negative connotation as a bastion of elitism and privilege. Instead, popular musics (with a nod to musics of other cultures) have pride of place in much elementary and secondary music education and in many university and college offerings designed for students whose principal fields of study lie outside music. An all-too-common musical illiteracy or, at best, elementary level of musical literacy and aurality renders Western classical music inaccessible to the general public just as the pervasiveness of popular music renders it inaudible and invisible. Bridges to past, less accessible, and esoteric traditions are also too few or in disrepair. Julian Johnson laments the diminished stature of Western classical music and argues for its values in today's world. 1Music teachers of all stripes urgently need to address this marginalization of Western classical music as a matter of public policy. If caring for and fostering [End Page 130] diversity in the natural world is a good, then it is reasonable to expect that fostering diversity in the cultural world is likewise a good. If preventing the extinction of natural species is a matter of public policy, then surely preventing the extinction of musics among other cultural traditions is at least as important. Social transformation has within it the seeds of conservation, or the preserving of past traditions, just as it also suggests profound and ongoing planned and unintended change. When any music such as Western classical music is sidelined, music education policy makers need to ask, Is this multi-cultural, multi-ethnic, multi-faceted music important to keep, foster, and change? What does it have to contribute in the present world? Is it being cared for sufficiently? If it needs to change, how ought it be changed? What principles can be helpful to music teachers in caring for, fostering, and changing it? These are compelling public policy questions for our time. A Quarrel and Its Aftermath In 1963, participants in the Yale Seminar asked some of these very difficult questions of music education policy makers. MENC leaders took exception to the seminar and its conclusions; although some outstanding music teachers were participants, the organization had not been invited and the seminar was not its idea. 2 Instead of addressing directly some of the important criticisms of school music education and music teacher education raised in the seminar, the MENC mounted its own rival Tanglewood Symposium in 1967. Participants in this symposium faulted music in higher education for its failure to admit "talented and capable high school music students [to] the privilege of advanced study," the "[c]ompartmentalization and lack of communication between various segments of the music field," its lack of relation to "the musical heritage of American culture," and its failure to ensure arts courses in general education. 3 The symposium contributed to a populist stance focused on the myriad vernacular traditions of the world, thereby diminishing the role and presence of Western classical music and highlighting popular and vernacular musics at MENC conferences and in the elementary and secondary schools in the United States. Subsequent attempts to renew the Western classical tradition and raise the musical expectations of teachers and their students in the nation's schools exemplified in the Juilliard Repertory, Manhattanville Music Curriculum Project, and Comprehensive Musicianship Program seem not to have made a lasting impact. And the differing criticisms and visions of the Yale Seminar and Tanglewood Symposium have yet to be critically engaged.Summarizing criticisms made of school music repertoire in the report of the Yale Seminar to the Office of Education, U.S. Department of Health, Education, and... (shrink)

In the pursuit of a naturalized philosophy of mind, consciousness receives concentrated attention, in part because the phenomena of consciousness seem recalcitrant, difficult to explain in the terms of the natural sciences. But this is not a new phenomenon—efforts to provide a naturalized theory of consciousness originate in Ancient Greek philosophy. This chapter defines the project of naturalism in a way that allows for a common project to be traced through the history of Western Philosophy.

In lieu of an abstract, here is a brief excerpt of the content:Myth, Song, and Music Education:The Case of Tolkien's The Lord of the Rings and Swann's The Road Goes Ever OnEstelle R. Jorgensen (bio)In this article I explore how myth and song intersect in J. R. R. Tolkien's The Lord of the Rings trilogy—The Fellowship of the Ring, The Two Towers, and The Return of the King—and Donald Swann's song cycle setting of Tolkien texts, The Road Goes Ever On.1 (...) In so doing I am drawn back to Tolkien's The Hobbit, the novel from which The Lord of the Rings grew,2 and in the way of myth, I go back to the beginning to see what is there. After sketching some important themes in The Hobbit and The Lord of the Rings, and commenting as I go on Swann's musical setting of Tolkien's poems,3 I note several implications for music education.Why this particular tale? There are several reasons for my interest. Penned as a novel a half century ago, it was reborn at the turn of the twenty-first century in a widely circulated and highly acclaimed film trilogy. Its pagan and northern European roots are likewise intriguing, pointing back to a distant and imagined past. This extended historical tale can be seen as an epic journey in the genre of The Iliad and Beowulf.4 Such stories of other times were often sung as well as spoken, and Albert Lord describes the process whereby the telling and retelling of stories would be accommodated to the needs and interests of listeners, all of whom could be presumed to more or less know the story and identify with its characters.5 In a mass-mediated and technologically driven society in which attention is often focused on the present, evocations of the past fill a human need to know, individually and collectively, the story of how we came to be here. They prompt important philosophical questions such as those regarding the nature of good and [End Page 1] evil, ways to live a happy life, the role of supernatural events in human existence, and our responsibility to technology and the environment. And when studied in the context of a song cycle, we may better understand how myth and song intersect and be able to better reflect on what can be learned from this intersection for music education and its place in general education.Swann's song cycle evokes the cyclical journeys undertaken by Bilbo and Frodo, beginning with a party at home and ending triumphantly at home, although their pilgrimages generate yet others as ends become new beginnings. There is no end to this story; its beginning culminates yet others chronicled in The Hobbit and The Silmarillion, and its end commences another tale yet to be told. The rings in Tolkien's novel are figurative of these cycles: three rings for the elves, seven rings for the dwarves, and nine for mortal men. Bilbo's ring chronicled in The Hobbit is unveiled in The Lord of the Rings as the strategically most powerful one. Numerology, or the ancient study of numbers and their mythic significance, serves as a frame for the dense narrative that follows in Tolkien's texts. Swann sets a song cycle comprised of six songs, offering yet another number (whether intentional or not) in counterpoint to Tolkien's.The HobbitWithin this narrative are to be found various mythic qualities: a pilgrim on a quest, the band of travelers bound together in friendship by a common objective, the climactic but eventually successful journey, the struggle between good and evil, the crucial role of elemental natural forces and the interventions by powerful supernatural persons and forces in shaping events, the blurring of the natural and supernatural worlds, the inevitable tests that must be overcome in order to achieve the journey's objectives, the frailties of character demonstrated by the protagonist and his fellows, and the transformative quality of the journey on all those who undertake it.6 The action is set at a particular time and in a particular place with its own languages and kinds of writing (including runes or archaic angular writing that... (shrink)

This book features a unique collection of dialogues with fourteen notable scholars on their opinions and observations about John Dewey, a renowned educational philosopher of the twentieth century. The book explores varying views about John Dewey, his philosophy, and his educational theory. In revealing positive, sometimes negative, occasionally surprising, and consistently insightful viewpoints, the author seeks to enable the reader to reflect on the primary question: does John Dewey’s consequential educational philosophy have an important role in twenty-first century education and (...) in nurturing and sustaining democratic ideals? (shrink)

In the wake of the Dylann Roof church shooting at Emanuel A.M.E. Church in Charleston, South Carolina, forgiveness became a focus of the discussion. Within 48 hours of the shooting, several family members of the victims made personal offers of forgiveness to Dylann Roof. The flood of editorials and opinion pieces commenting on this offer of forgiveness revealed a deep division in public attitudes toward forgiveness, particularly in the context of racially motivated crimes. In this article, I explore the ethics (...) of forgiveness, raising questions about the limits and possibilities of forgiveness in the broader context of social injustice. I defend the view that forgiveness can function as act of social resistance. Against some who think that forgiveness functions primarily as an interpersonal act, I will offer reasons to think that forgiveness can play a socially constructive role. And so I will argue for the value and practice of a social forgiveness, over and above whatever occurs at the interpersonal level. (shrink)

It is most tempting to think of Fredric Jameson’s Archaeologies of the Future in utopian terms, as a contribution to the history of utopian philosophy represented by Theodor Adorno, Louis Marin and Herbert Mar- cuse, if not Hegel, Marx and Jameson himself. To trace the line of utopian ideas in their works is to be seduced by Jameson’s own project, which has, 1 since Marxism and Form , mapped the utopian continuities that exist between an assortment of Marxist writers. Marxism (...) and Form stands as a seminal beginning to Jameson’s utopian project, introducing the work of un- 2 translated German writers, including Walter Benjamin and Herbert Marcuse, to a generation of Anglophonic scholars. One reviewer went so far as to recommend the book to English-speaking Germans to clear up the muddy phrases of Gyorgy LukÆcs and Ernst Bloch, claiming that Jameson presented a much more articulate version of their ideas! There is no better demonstration of the recognition effected upon the Marxist corpus by 3 Jameson’s intellectual clarity than the conclusion to Aesthetics and Politics , in which the hostility between LukÆcs and Bloch is transformed into two sides of the same politics. Indeed, the very meaning of Jameson’s Marxism comes about from just such theoretical sublimations as these, as 4 disparate European projects are unified both intellectually and politically. The sheer synthetic power of Jameson’s writing makes it difficult to think about his writing in terms that aren’t Jamesonian, the range of his project transforming Marxist literary criticism into a totality. (shrink)

The argument is an investigation of the philosophy of Austrian philosopher Alexius Meinong. There are three chapters. The first chapter argues that there are non-existent objects. It is argued that negative existential statements have a simple subject-predicate logical form. The conclusion follows from this premise, together with realist assumptions about truth and predication. Positive and negative existential statements have subject-predicate logical form, I argue, because; that is the grammatical form they appear to have, and the alternative analysis of their logical (...) form is unable to explain certain features of positive and negative existential statements. ;The second chapter presents Meinong's theory and explains his terminology. Meinong was primarily interested in the phenomenon of intentionality, and developed his own technical idiom. An assumption is a mental state, akin to judgment but without the element of conviction. It refers to a circumstance, which is a mind-independent arrangement of objects. Intending an object is a matter of assuming a circumstance. Two theses characterize Meinong's thought. The Principle of Independence: Objects can be in positive predicative circumstances, even when they are not in positive existential circumstances. And the Principle of Indifference: An object is equally adapted to entering into both positive and negative existential circumstances. ;The third chapter examines issues arising from charges that Meinong's theory is inconsistent. Meinong's theory is not inconsistent. Logical re-constructions of Meinong's theory, however, exploit primitive logical distinctions that lack a clear metaphysical justification. Meinong's technical notion of a modal moment is suited to the solution of difficulties Meinong was unaware of, and has been neglected by Meinong's other commentators. (shrink)

The Treatise on Giving Rise to Faith in the Great Vehicle is one of the most important foundational texts of East Asian Buddhism. This new annotated translation of the Treatise draws on the historical and intellectual contexts of the work's composition and pays close attention to its interpretation in early commentaries.

In lieu of an abstract, here is a brief excerpt of the content:Reflections on Futures for Music Education PhilosophyEstelle R. JorgensenIn 1990, when I convened the first International Symposium for the Philosophy of Music Education at Bloomington, Indiana, there was one dominant philosophy of music education in the United States and another was about to make its appearance. The five succeeding symposia (Toronto, Canada, in 1994, led by David Elliott; Los Angeles, United States, in 1997, led by Anthony Palmer and (...) Frank Heuser; Birmingham, United Kingdom, in 2000, led by Mary Reichling and Forest Hansen; Lake Forest, Illinois, United States, in 2003, led by Iris Yob, Frank Heuser, and Forest Hansen; and Hamburg, Germany, in 2005, led by Charlene Morton, Paul Woodford, Frede Nielsen, and Jürgen Vogt) have promoted other philosophies. And this burgeoning of different voices and perspectives has greatly enriched the philosophical underpinnings of music education and moved us from relying on a narrow range of philosophical views towards a plethora of them.In our infant society, the International Society for Philosophy of Music Education (ISPME), we are creating and institutionalizing a forum that can nurture and critique ideas and practices and sustain the work of philosophical reflection in music education over the longer term. We have also benefited from long-term commitments by the Indiana University School of Music and Indiana University [End Page 15] Press to publishing the Philosophy of Music Education Review, now in its fourteenth volume (building on three years of publication of the Philosophy of Music Education Newsletter), and the Counterpoints: Music and Education series that provides an important venue for publishing cutting-edge scholarship in our field. And over the past two years, we have begun to build an international team of philosophers committed to establishing a strong philosophical society in music education.Beyond institutionalizing philosophical scholarship in music education, our society is committed to creating a genuinely international community that offers a global perspective. In the past, music education grew up within national borders and its work was often nationalistic in emphasis. Now, we face new challenges of thinking beyond these national commitments to a world of music education. This world might be seen as what Maxine Greene aptly terms "multiplicities and pluralities,"1 the many differing groups forged within language groups, religious perspectives, political ideologies, economic strictures, and familial obligations. And as philosophers, we work especially within our various linguistic and cultural traditions as we also seek to transcend these traditions in a common discourse.How shall we address philosophically the multiplicities and pluralities, commonalities and differences in music education internationally? Radical relativism and pluralism offer contrasting perspectives.2 Radical relativism sees the host of different music education beliefs and practices around the world as incommensurable and focuses on differences between them. For example, viewing Japanese and British music education within this stance would suggest that since Japanese and British music education reflect Japanese and British society and culture respectively, each cannot be understood in terms of the other, they are different and incommensurate with the other, and it is important to understand each in its own terms. Pluralism, however, sees differences as commensurable and focuses on shared attributes. Since human beings are the creators of culture and society, common threads amidst the differences emerge from this common humanity. For example, as a reflection of their different societies and cultures, although we expect to encounter differences between British and Japanese music education, we may also observe commonalities since they both bear the imprint of a shared humanity.Notwithstanding that musics and educational systems seem, upon first glance and when considered specifically, to be incommensurable, a deeper and more general examination turns up evidence supporting a pluralist perspective.3 Historically, cultures regularly borrow from different others as if there were common human threads. Maurice Ravel, Carl Orff, and Paul Simon are among twentieth-century composers to draw on cultures from the Far East and Africa. In music [End Page 16] education, Masafumi Ogawa's study of the introduction of Luther Whiting Mason's ideas into Japan in the nineteenth century,4 the dissemination of Shinichi Suzuki's ideas into the United States, the spread of Zoltán Kodály's, Émile Jaques-Dalcroze's, and Carl Orff's and Gunild... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Four Philosophical Models of the Relation Between Theory and PracticeEstelle R. JorgensenSince music education straddles theory and practice, my purpose is to sketch the strengths and weaknesses of four philosophical models of the relationship between theory and practice. I demonstrate that none of them suffices when taken alone; each has something to offer and its own detractions. And I conclude with four suggested ways in which the analysis can (...) be helpful to music teachers and those interested in their work.Clarifying what is meant by theory and practice raises a nest of conceptual problems. Concerning theory, it may be tempting to equate the terms "theory" and "philosophy." Among their shared properties, these terms deal with conceptual and abstract entities that, from the Enlightenment at least, have been held to be distinct from the phenomenal world. They also clarify ideas and distinguish one concept from another. Among their different purposes, the object of philosophy is the asking of questions in a search for wisdom or truth whereas theory is formulated for explanatory purposes, especially within the frame of scientific propositions that can be refuted through empirical observations. The tests of philosophy are, therefore, those of symbolic logic evidenced in principles such as [End Page 21] internal consistency, correspondence with evidence (deductive, inductive, or analogical), and coherence within a unity or whole. Although logical criteria may also be important in formulating and testing theory,1 it is tested and refuted primarily through means of qualitative descriptions and quantitative assessments of observable phenomena.Regarding practice, one is also confronted with an ambiguous construct that may be interpreted descriptively (what is done in the phenomenal world or taken to be the general state of affairs) or normatively (what is desirable or ideal). There is also the distinction between the practice of a seasoned performer and practice in the sense of striving towards the mastery of a competent and expert practice. In this regard, Vernon Howard distinguishes between "practice" (or the skills exemplified by proficient or expert performers) and "practise (or acquiring the level of mastery of proficient or expert performance)."2 For him, the ambiguous and paradoxical nature of artistic practice highlights the complexity of degrees of attaining mastery of skills or exemplary practice and the diverse array of skills ranging from habit to critical thinking involved in the practice of any art. Although each practice is distinguished by its own belief systems, rituals, expectations, and commonsense, boundaries between differing practices are sometimes "soft" or fuzzy, as one seeps into another.3 Consequently, it is often difficult to distinguish one from another at the margins where one practice becomes another.DichotomyThe notion of theory and practice as independent or a dichotomous relationship between the phenomenal world on the one hand and the mind and spirit on the other has its roots in the ancient world. For Plato, the world of "appearances," referring to the phenomenal world understood by imagination (eikasia) and belief (pistis), should be distinguished from the higher, abstract "intelligible world" grasped through thinking (dianoia), knowledge (episteme), and intelligence (noesis).4 René Descartes' later bifurcation of the inner and outer worlds and inversion of Platonic values and understandings resulted in the ascendancy of careful and deliberate observation of the phenomenal world over philosophical reflection.5 His ideas helped to set the stage for the Enlightenment and the Industrial, Scientific, and Information Revolutions. Empiricism, science, and technology gradually displaced philosophy as primary ways of knowing the phenomenal world and understanding the nature of mind, human cognition, feeling, and being. Making hard-boundaried distinctions between within and without one's self, the phenomenal world and the world of spiritual things, and theory and practice were important insights. These distinctions provided for limits on the sorts of ways in which truth could be known. Reasoned deliberation [End Page 22] and imaginative thought have particular usefulness in the world of theory while sensory perception and careful observation are especially useful in the phenomenal world of practice. So while the scholar might speculate about phenomena, observational tools are also useful in coming to know and understand them. Reason and observation each have particular strengths, and it ought not be assumed that philosophy or scientific observation... (shrink)

I argue that inferences from highly probabilifying racial generalizations are not solely objectionable because acting on such inferences would be problematic, or they violate a moral norm, but because they violate a distinctively epistemic norm. They involve accepting a proposition when, given the costs of a mistake, one is not adequately justified in doing so. First I sketch an account of the nature of adequate justification—practical adequacy with respect to eliminating the ~p possibilities from one’s epistemic statespace. Second, I argue (...) that inferences based on demographic generalizations tend to disproportionately expose group members to the risks associated with mistakenly assuming stereotypical propositions, and so magnify the wrong involved in relying on such inferences without adequate justification. (shrink)

This book provides a succinct, student-friendly outline of the principles, approaches, and issues in participant observation. An examination of these basic tenets is important for clarifying the philosophical rationale for conducting participant observation, making important research decisions, and appreciating the strengths and weaknesses of different approaches within the method. Participant observation as a formal means of inquiry is developed in close relation with the competing approaches of reality (ontology), truthfully apprehending reality (epistemology), and formal research (methodology). In this volume Jorgensen (...) discusses the resulting methodologies of positivism, humanism, and most recently postmodernism in relation to principles, approaches, and issues in participant observation. Specific features of participant observation, as exemplified in a wide range of classic and contemporary studies, are examined by way of these methodological approaches along with the troublesome complexities of values, politics, ethics, and contemporary debates over appropriate representations of the resulting findings about human life. This concise primer is suitable for undergraduate and graduate students in a wide range of disciplines such as anthropology, religious studies, sociology and nursing. (shrink)

Law-enforcement agencies are increasingly able to leverage crime statistics to make risk predictions for particular individuals, employing a form of inference that some condemn as violating the right to be “treated as an individual.” I suggest that the right encodes agents’ entitlement to a fair distribution of the burdens and benefits of the rule of law. Rather than precluding statistical prediction, it requires that citizens be able to anticipate which variables will be used as predictors and act intentionally to avoid (...) them. Furthermore, it condemns reliance on various indexes of distributive injustice, or unchosen properties, as evidence of law-breaking. (shrink)

I argue that the offense generation pattern of slurring terms parallels that of impoliteness behaviors, and is best explained by appeal to similar purely pragmatic mechanisms. In choosing to use a slurring term rather than its neutral counterpart, the speaker signals that she endorses the term. Such an endorsement warrants offense, and consequently slurs generate offense whenever a speaker's use demonstrates a contrastive preference for the slurring term. Since this explanation comes at low theoretical cost and imposes few constraints on (...) an account of the semantics of slurs, this suggests that we should not require semantic accounts to provide an independent explanation of the offense profile. (shrink)

Several authors have recently suggested that moral factors and norms `encroach' on the epistemic, and because of salient parallels to pragmatic encroachment views in epistemology, these suggestions have been dubbed `moral encroachment views'. This paper distinguishes between variants of the moral encroachment thesis, pointing out how they address different problems, are motivated by different considerations, and are not all subject to the same objections. It also explores how the family of moral encroachment views compare to classical pragmatic encroachment accounts.

The account of vagueness Bertrand Russell provided in his 1923 paper, entitled simply “Vagueness” (see Russell [1923]1997), has been thought by some to be inconsistent. One main objection, raised by Timothy Williamson (1994), is that Russell’s attempt early in the paper to distinguish vagueness from generality is at odds with the definition of vagueness he presents later in the same paper. It is as if, as Williamson puts it, Russell “backslides” from his previous distinction (1994, 60), resulting in a conflation (...) of generality and vagueness that is at best problematic for a rigorous account of the phenomenon of vagueness. In this paper, I will defend Russell from this particular objection. While his 1923 paper may not be as clear at various points as one might hope, I do believe it is possible to construct a single theory of vagueness that can be applied equally well to his earlier and later discussions. Thus, Russell’s view is not ultimately inconsistent. In this paper, I will first present the interpretation of Russell’s concept of vagueness that falls prey to the charge of conflating vagueness and generality. Once the problem is clear, I will present an alternative interpretation, one that arises from certain reflections on G. W. Leibniz’s theory of perception. This Leibnizian interpretation of Russell, I will argue, resolves the apparent contradiction in Russell’s account of vagueness. (shrink)