These suggestions for the betterment and elucidation of the text of the De Beneficiis are additional to those already published in the Classical Quarterly in January, 1934. They are based on a conviction much deepened since that time that Buck1 is right when he says: N allein, und zwar ohne seine Ueberarbeitungen von späteren Händen, darf die Grundlage des Textes von de beneficiis bilden. Préchac3, the latest critical editor in this field, substantially confirms Buck's sweeping conclusion by an independent survey (...) of the evidence. The readings designated in the Teubner text3 as N2 and N3 are themselves conjectures, not readings drawn from independent sources of testimony, and as conjectures they must be judged. Gertz4 had long before discerned the truth even if he seemed somewhat cavalier in his attitude toward other manuscripts than N. (shrink)

"Aristotle was a systematic writer who often cross-referred to the definitions of terms given elsewhere in his work. Book 5 of the Metaphysics is important because it consists of definitions of the main uses of key terms in Aristotle's philosophy, and it is extremely valuable to have a commentary on this important text by Alexander of Aphrodisias, the leading commentator of his school. Alexander provides a detailed commentary on all of the thirty terms analysed in Book 5, weighing alternative interpretations (...) of what Aristotle says one against another, defending Peripatetic views against actual and possible criticisms, and attempting to integrate what is said in Book 5 into the context of the Metaphysics as a whole."--Bloomsbury Publishing. (shrink)

This text is organized around the distinction between finite and infinite. It includes a brief overview of what different philosophers have said about infinity, and looks at some of the arguments to the effect that one should adopt a pro-infinity attitude. Other chapters contain an exposition of the ontological schools; interactions among these schools and various theories of truth; the relationship between mathematics and values; a history of mathematics; an analysis of mathematical knowledge; the role of mathematics in eduction; the (...) implications of religion for the philosophy of mathematics; and referenc eto mathematical objects. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Vagaries and Vicissitudes of WarRichard W Sams III remember standing in the kitchen of our home on Camp Pendleton—a United States Marine Corps base in Southern California—listening to National Public Radio (NPR) and doing dishes in the fall of 2002. President Bush announced to the world that he was considering a pre-emptive invasion of Iraq on the pretext of Saddam Hussein harboring weapons of mass destruction (WMD). Three (...) months later, as a Navy Family Physician, I deployed with a surgical company in support of Operation Iraqi Freedom. Reflecting on the situation with a like-minded close friend, I was not sure— would this be a just war? A necessary war? In my mind, it did not rise to the level of conscientious objection, yet the rightness of invading another country with all the anticipated death and destruction was not clear.En route to Kuwait, we laid over in Spain. While fixed to a TV in a holding area, I watched the Secretary of State make a case to the United Nations (UN) and the world that removing Hussein from power would protect us from mobile anthrax labs that could kill tens of thousands. I thought to myself, Either he is absolutely right, and we are protecting our country and the rest of the free world, or he is terribly mistaken and we are embarking on a disaster.As we trained, prepared, and waited in our tents to invade, we listened to the news on “Voice of America” with a hand crank radio. Thousands of citizens from nations around the world protested. Pope John Paul II, a man well acquainted with the tragedy of war, even spoke out about the planned invasion. “War is not inevitable. It is always a defeat for humanity.” He admonished our leaders that war needed to be the very last option. As a man of faith, I was troubled by his resolute, thoughtful opposition to the crusade I was embarking on. As the day of the invasion approached, scud missiles flew over our camp and we scurried into bunkers, day and night, with our gas masks donned to protect us from possible WMD attacks. In March, with the announcement of a “shock and awe” missile attack on Hussein’s palace, the invasion commenced.Within a day of flying by helicopter into enemy territory to set up a surgical company, the fog of war set in. A series of mass casualties streamed in from nearby Nasiriya. We received dozens of injured enemy combatants and American soldiers. Most troubling were the civilians. An entire extended family fleeing for their lives stumbled into an Iraqi minefield meant for us: a mother dead, the men with shrapnel wounds, and an aunt lost both of her legs. Then there was the little boy. By doctrine, our leaders reassured us we would not care for children. Yet, out of instinct, the field corpsmen scooped up all injured, including children, and [End Page 170] brought them to us. The five-year-old’s legs were blown to bits. We had no pediatric supplies. The anesthesiologist heroically intubated the child’s tiny airway with a urinary catheter and placed an adult IV. The surgeons corrected the wounds the best they could. Hours later, in futility, we performed chest compressions on his tiny mangled body.A day later, the worst sandstorm in a decade struck the area. We struggled to keep the patient-filled tents erect. A Marine appeared on the scene out of the darkness (you could not see beyond your nose in the storm) exclaiming we were going to condition one—lock and load our weapons due to an imminent threat. As healthcare professionals, Geneva Conventions dictated we were to use weapons only in self-defense. We chambered our 9-millimeter pistols to defend our patients and ourselves while Marines formed a defensive perimeter. I thought to myself, Great I’m gonna be shot up and die during a freaking sandstorm in Iraq. Hours later, we were told to stand down. The threat was not from approaching enemy combatants but from shepherds running from the crossfire. I had a small nervous breakdown, sleep deprived and under duress... (shrink)

Elliot Eisner has spent the last 40 years researching, thinking and writing about some of the key and enduring issues in Arts Education, Curriculum Studies and Qualitative Research. He has contributed over 20 books and 500 articles to the field. In this book, Professor Eisner has compiled a career-long collection of his finest pieces-extracts from books, key articles, salient research findings and major theoretical contributions-so the world can read them in a single manageable volume. Starting with a specially written Introduction, (...) which gives an overview of Professor Eisner's career and contextualizes his selection, the chapters cover a wide range of issues, including: · Children and art · The use of educational connoisseurship · Aesthetic modes of knowing · Absolutism and relativism in curriculum theory · Education reform and the ecology of schooling · The future of education research This is a must-have book for anyone wishing to know more about the development of Arts Education, Curriculum Studies and Qualitative Research over the last four decades, and about Elliot Eisner's contribution to these exciting fields. This book is part of the World Library of Educationalists series, which celebrates the contributions made to education by leading figures. Each scholar has selected his or her own key writings from across numerous books and journal articles, and often spread across two or more decades to be presented in a single volume. Through these books, readers can chase up the themes and strands that have been lodged in a lifetime's work, and so follow the development of these scholars' contributions to the field, as well as the development of the fields themselves. Other scholars included in the series: Richard Aldrich, Stephen J. Ball, John Elliott, Howard Gardner, John Gilbert, Ivor F. Goodson, David Hargreaves, David Labaree, E.C. Wragg, John White. (shrink)

Everyone, according to W.A. Mathieu, is musical by nature--it goes right along with being human. And if you don't believe it, this book will convince you. In a series of interrelated short essays, Mathieu takes the reader on a journey through ordinary experiences to open our ears to the rich variety of music that surrounds us but that we are trained to ignore; such as the variety of pitches produced by different objects, like glassware, furniture, drums--anything you can tap; or (...) sounds that hover on the border of music, like laughter, the clinking of glasses in a toast, or the unintentional falsetto produced by yawning. Along the way the author teaches aspects of music theory that nonmusicians might ordinarily shy away from. He reveals the way of music to be a profoundly spiritual path--one that is everyone's birthright. (shrink)

Clearly, Marx thought he was promoting democratic values. In the Manifesto, the immediate goal of socialism is summed up as “to win the battle of democracy.” Marx sees the reduction of individuality as one of the greatest injuries done by a system in which most people buy and sell their labor power on terms over which they have little control. As they supervised translations and re-issues of the Manifesto, Marx and Engels singled out just one point as a major topic (...) on which their view in 1848 had been superseded. The forms of government needed to be changed to give people more control over the state, a change in structure pioneered by the Paris Commune. (shrink)

At his death in 1987, Paul W. Pruyser of the Menninger Foundation was widely recognized as one of America's foremost authorities on the psychology of religion. His book A Dynamic Psychology of Religion set the stage for creative dialogue on the subject. In this volume, two leading practitioners in the field present a compilation of Pruyser's seminal articles, providing an overview of the major themes in Pruyser's thought. Newton Malony and Bernard Spilka evaluate Pruyser's viewpoint and suggest how his position (...) continues to influence the psychology of religion. (shrink)

In his paper “The Catholic Church, the American Military, and Homosexual Reorientation Therapy,” David W. Lutz ultimately concludes that it is “appropriate, and highly ethical” for the American military to offer reorientation therapy to help homosexuals overcome “the vice of sodomy.” The major thrust of his paper, however, is to call for abandonment of the “Don’t Ask/Don’t Tell” policy currently in place in the military. Lutz’s paper covers much ground, and this review begins by examining whether such a wide view (...) is necessary for the ultimate conclusions. It goes on to ask whether Lutz has omitted to mention important considerations bearing on this issue, and whether Lutz’s call for the introduction of reorientation therapy is a serious call or a symbolic response to homosexual activities. Lutz fails to address essential issues such as the actual experiences of other nations having homosexuals in the military, and issues regarding what constitutes “reorientation therapy,” the latter leading to questions about how such a therapy would actually be implemented. (shrink)

This paper considers the relationship between G. H. von Wright's solution to the paradoxes of confirmation and his "Principal Theorem of Confirmation". The former utilizes the order of our knowledge of the qualities of confirming instances of an hypothesis; the latter states the way in which an instance contributes to the probability of an hypothesis. It is shown that these two, as stated by von Wright, are logically incompatible. Then the most thorough possible emendation of the paradoxes solution is considered, (...) and it is shown that this still prohibits use of the "Principal Theorem" to confirm hypotheses stating necessary causal conditions, and to confirm by deliberate experiment hypotheses stating sufficient causal conditions. It is concluded that any solution of the paradoxes must rest solely upon the relation of the data to the hypothesis involved. (shrink)

I contend that Jews, Christians, and Muslims who seek peace should not be reluctant to acknowledge the existence of their sometimes profound disagreements, or to affirm the truth of their own beliefs and practices. Since this places me at odds with John Hick, I analyze his views, granting the strengths of his critical realism and arguing that his revisionist-pluralist theory of religion has significant limitations for interreligious dialogue. Since the veridical-pluralist alternative I propose facilitates rather than stifles disagreement, I examine (...) three different conceptions of dialogue that acknowledge the importance of disputes among those searching for truth. I also discuss three virtues--honesty, empathy, and humility--whose cultivation would make us less likely to fail in our search for truth and the peace that is its sign and fruit. (shrink)