DOCSLIB.ORG

Volume 5 1999

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Volume 5 1999 Legal Writing The Journal of the Legal Writing Institute Volume 5 1999 Plenary Presentation Reading, Writing, and Rhythm: A Whimsical, Musical Way of Thinking about · Teaching Legal Method and Writing ........ Charles R. Calleros 2 Articles The Art of the Fact ................................ Jethro K Lieberman. 25 A History of Writing Advisors at Law Schools: Looking at Our Past, Looking at Our Futke .................... Jessie Grearson and Anne Enquist 55 Technology in the LRW Curriculum - High Tech, Low Tech, or No Tech ............. Maria Perez Crist 93 How Individual Differences Affect Organization and How Teachers Can Respond to These Differences .................Mary Barnard Ray 125 The Legal Writing Relay: Preparing Supervising Attorneys to Pick up the Pedagogical Baton ..... Lisa Eichhorn 143 Teaching First-Semester Students that Objective Analysis Persuades ............................. Julie M. Spanbauer 167 Practices and Procedures Sailing Through Designing Memo Assignments .. Lorraine Bannai Anne Enquist, Judith Maier, and Susan McClellan 193 Legal Writers Writing: Scholarship and the Demarginalization of Legal Writing Instructors .. Toni M. Fine 225 OPENING PLENARY PRESENTATION TO THE LEGAL WRITING INSTITUTE JUNE 18, 1998, ANN ARBoR, MICmGAN The theme of the 1998 Conference of the Legal Writing In­ stitute was "Advancing Professionalism." This theme recognized that Legal Writing faculty are professionals as teachers, writers, researchers, and scholars. It was fitting that the opening ple­ nary session focused on their most central task: teaching. The plenary speaker exemplifies professionalism. Professor Charles Calleros of the Arizona State University College of Law is an accomplished teacher, scholar, and musician. As the au­ thor of Legal Writing and Method (3d ed.) and numerous law re­ view articles on free speech, he has done much to draw atten­ tion to the discipline of Legal Writing. At the conference, Professor Calleros drew on his diverse talents to offer a unique presentation employing his ideas on teaching music to provide insights on teaching Legal Method and Writing. Because his presentation was uniquely entertain­ ing and interactive, it would be difficult to transform it into a traditional scholarly article. Moreover, such an effort would de­ vitalize the product. Therefore, Professor Calleros presents his offering in an eminently accessible form as a play. 1 2 The Journal of the Legal Writing Institute [5:1 Reading, Writing, and Rhythm: A Whimsical, Musical Way of Thinking about Teaching Legal Method and Writing* Charles R. Calleros** A Play in One Act Roles: The Facilitator and the Instructor, who may be played by two or more persons or by one person who uses a vest or other prop to signify a shift from one role to another. Los Gitanos - played by an ensemble of flamenco musicians (taped music may be substituted). American Schemata - played by a small combo of musicians ca­ pable of playing American popular and jazz music (a single pi­ anist or taped music may be substituted). The Students - played by participants at a conference or teach­ ing seminar. Setting: A classroom, preferably one with a variety of audio-visual equip­ ment available. Facilitator: Good Morning. Welcome. I'm looking forward to learning a great deal this week, and I view this plenary session as an op­ portunity to set the tone for the exchange of ideas that we all hope will occur over the next few days. Our specific topic this morning is teaching techniques, and I'd like to start by defining my goal and my methods in this presentation. First, I don't pretend that I personify great teach­ ing or that I have a magic checklist of teaching techniques. But I know that we have a wealth of experience, information, and brash new ideas in this group, a wealth that will be shared in various ways over the next three days. So my goal this morning * © Charles R. Calleros 1998. ** Professor of Law, Arizona State University. This article is a more detailed ver­ sion of the author's presentation at the Legal Writing Institute's summer conference in June 1998, which in turn is a greatly expanded version of one prepared by the author for the Institute of Law School Teaching in Spokane, Washington in June 1997. 1999] Reading, Writing, and Rhythm 3 is simply to get us started, to get us excited about the prospect of sharing ideas about teaching. I hope you are in the mood to interact with one another and to have some fun. My method will be simple: I will try to teach you something, something that is probably new to most of you: I want to teach you a simple rhythm used in Flamenco music and dance. I hasten to add that I will not call on individuals other than vol­ unteers; otherwise, however, when I step into the role of teacher, I'll use a variety of teaching techniques that are cus­ tomarily used in law schools. Some of them may be effective, but others may not be so helpful, and you can reflect on how you re­ ceive those teaching techniques as students. From time to time, we will step out of the roles of students and teacher so that we can critique the teaching techniques and share ideas with each other. So, loosen up, leave your inhibi­ tions at the door, and let's have some fun! You will know when I am stepping into my role as flamenco teacher, because I'll put on this vest at those times. [If both parts are played by the same person, the Facilitator now dons a vest or uses some other prop to signify his or her transformation into the role of the Instructor.] Instructor: Welcome to the flrst day of class. Today we'll begin by mas­ tering the rhythm needed to accompany a flamenco guitarist who is playing a tango flamenco or a flamenco rumba. You must leave class today feeling confident about your ability to rehearse this rhythm, because you will encounter this rhythm often in practice. Moreover, our study of this rhythm will introduce you to fundamental ways in which flamenco singers, dancers, and musicians interact musically, forming the basis of a musical method that is the foundation for much of your work. As you be­ come more comfortable with that process, you will acquire the tools necessary to become proficient in a variety of flamenco rhythms. Your reading assignment for last night provided some his­ torical background. Allow me summarize that material. Fla­ menco is the traditional folk music and dance of Los Gitanos de Andalucia, the gypsies who migrated to southern Spain through the Middle East and North Mrica, from places as far away as India. As the music of a social and economic underclass, tradi­ tional flamenco passionately expresses a wide range of emotions, from grief, loss, and longing, to humor, flerce pride, and joy. 4 The Journal of the Legal Writing Institute [5:1 Moreover, members of this flamenco culture traditionally per­ formed this music and dance for one another, as a means of ex­ pressing those emotions. To some extent, those emotions are expressed in the fla­ menco rhythms. Many of the traditional flamenco rhythms are arranged in 12/8 time, which may be unfamiliar to Western ears. I want to show you a brief excerpt of some traditional fla­ menco rhythms in a musical form known as bulerias, because you will be performing that rhythm by the end of the year in your "moot Flamenco Festival competition," and I want you to keep that goal in mind as we work toward it throughout the year. To help provide a link to flamenco tradition, we have a guest practitioner from the local bar with us today, who will serve as our flamenco version of Learned Hand as we briefly demonstrate the bulerias rhythm, toward which you will be working this year. [Performance by Los Gitanos: Here, the Instructor can play a brief recorded excerpt of a stirring but intimidatingly complex bulerias rhythm in repeating patterns of 12 beats each.1 Of course, a live flamenco guitarist, accompanied by a palmero2 or a percussionist performing on caj6n,3 is even better.]. Can you guess the underlying theme of that music form? Bulerias is often performed in a manner that exaggerates the drama and pride associated with traditiomu flamenco so that it communicates a bit of humor, an inside joke, a parody of our own sometimes inflated egos, even as we try to outdo one an­ other. We perform it for each other to help keep us on our toes and help us keep our sense of perspective. Believe it or not, by the end of this year, you'll be perform­ ing those complex rhythms. But we will begin today with some simpler rhythms associated with tango flamenco4 and flamenco rumba. Those musical forms were influenced by Moroccan and 1 Suggested excerpt: first 30-60 seconds of the opening song ("Bordando un capote") on Carmen Linares's CD "Cantaora," issued by Riverboat Records of London and distrib­ uted in the United States by Stern's in New York, FAX (212) 925-1689. 2 A palmero is a flamenco performer who accompanies a guitarist or singer by pro­ viding palmas, rhythmic clapping of hands. 3 A cajon is a wooden box played as a drum with the hands. Long popular as a mu­ sical instrument in Peruvian folk music, it has recently evolved into a popular means of accenting the driving and complex rhythms of flamenco. 4 This should not to be confused with Argentine tango music and dance, which has much less in common with tango flamenco than Viennese Waltz music and dance has with a Louisiana Cajun waltz. 1999] Reading, Writing, and Rhythm 5 Cuban music, resulting in a rhythm pattern that will be more familiar to us.
Load more

Recommended publications
  • Chapter 5. Language: Private, Public, Solitary, Shared on the Received
    Chapter 5. Language: private, public, solitary, shared On the received reading of Ludwig Wittgenstein's Philosophical Investigations1, the book contains an argument purporting to show the impossibility of a private language. There has been a lively debate, however, on how the relevant notion of a private language is to be understood, and what considerations should be taken to rule it out. Some have understood Wittgenstein to mean that a language must be something that several speakers actually share, while others take him to mean that a language must be something that they could, in principle, share. Or, slightly differently put, on one view, speaking a language presupposes the actual existence of a linguistic community upholding certain shared standards of meaning and correctness, while on the other view, it only presupposes that such a community might have existed. These views have come to be known as the ‘community view’ and the ‘solitary speaker’ view, respectively.2 Furthermore, supporters of the community view tend to think that the discussion about privacy holds a central place in Wittgenstein’s later philosophy, whereas those who support the solitary speaker view usually see its bearings as limited to the issue of the privacy of experience. 1 Ludwig Wittgenstein, Philosophical Investigations (Oxford: Basil Blackwell, 1958). References to this work will be indicated with the abbreviation PI followed by paragraph number. 2 Rather than two monolithic positions, what we have here is a spectrum of views ranging between two extremes. To mention but a few examples: the best-known formulations of the community view are to be found in Norman Malcolm, “Following a Rule” in his book Nothing is Hidden (Oxford: Basil Blackwell, 1986), as well as in his essay “Wittgenstein on Language and Rules” in Wittgensteinian Themes: Essays 1978-1989 (ed.
    [Show full text]
  • Wittgenstein, Anxiety, and Performance Behavior
    Incapacity Incapacity Wittgenstein, Anxiety, and Performance Behavior Spencer Golub northwestern university press evanston, illinois Northwestern University Press www.nupress.northwestern.edu Copyright © 2014 by Spencer Golub. Published 2014 by Northwestern University Press. All rights reserved. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication Data Golub, Spencer, author. Incapacity : Wittgenstein, anxiety, and performance behavior / Spencer Golub. pages cm Includes bibliographical references and index. ISBN 978-0-8101-2992-4 (cloth : alk. paper) 1. Wittgenstein, Ludwig, 1889–1951. 2. Language and languages—Philosophy. 3. Performance—Philosophy. 4. Literature, Modern—20th century—History and criticism. 5. Literature—Philosophy. I. Title. B3376.W564G655 2014 121.68—dc23 2014011601 Except where otherwise noted, this book is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/. In all cases attribution should include the following information: Golub, Spencer. Incapacity: Wittgenstein, Anxiety, and Performance Behavior. Evanston: Northwestern University Press, 2014. For permissions beyond the scope of this license, visit http://www.nupress .northwestern.edu/. An electronic version of this book is freely available, thanks to the support of libraries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high-quality books open access for the public good. More information about the initiative and links to the open-access version can be found at www.knowledgeunlatched.org. For my mother We go towards the thing we mean. —Wittgenstein, Philosophical Investigations, §455 .
    [Show full text]
  • Wittgenstein and Haydn on Understanding Music
    Contemporary Aesthetics (Journal Archive) Volume 4 Volume 4 (2006) Article 15 2006 Wittgenstein and Haydn on Understanding Music Yael Kaduri Bezalel Academy of Art and Design, Jerusalem, [email protected] Follow this and additional works at: https://digitalcommons.risd.edu/liberalarts_contempaesthetics Part of the Aesthetics Commons Recommended Citation Kaduri, Yael (2006) "Wittgenstein and Haydn on Understanding Music," Contemporary Aesthetics (Journal Archive): Vol. 4 , Article 15. Available at: https://digitalcommons.risd.edu/liberalarts_contempaesthetics/vol4/iss1/15 This Article is brought to you for free and open access by the Liberal Arts Division at DigitalCommons@RISD. It has been accepted for inclusion in Contemporary Aesthetics (Journal Archive) by an authorized editor of DigitalCommons@RISD. For more information, please contact [email protected]. Wittgenstein and Haydn on Understanding Music Yael Kaduri About CA Abstract Journal Wittgenstein's remarks about music have motivated philosophers to build a comprehensive picture of his philosophy of music, concentrating on the central Contact CA issues of musical meaning. It is often claimed that, according to Wittgenstein, understanding music consist in grasping the internal relationships between Links musical events. Musical practice, however, is naturally saturated with what philosophers often call extra-musical meanings. The present study, by Submissions considering a musical issue in Haydn's instrumental music, attempts to show that musical language games in the Wittgensteinian sense involve explanations Search Journal of music that enhance the listener's ability to understand music by broadening his musical competence. Nevertheless, constituting understanding of music, these explanations might use professional musical terms as well as non-musical terms, comparisons, gestures and so on.
    [Show full text]
  • Ebook-Mumford-Laws-In-Nature.Pdf
    Laws in Nature What are the laws of nature? Do they control the actions and movements of the other things that exist in our world? Is there a sense in which such laws are real things? Both scientists and philosophers have been attracted by the view that the world contains laws of nature. It is such laws that dictate the behaviour of particulars, rather than any of those things’ intrinsic or internal forces. In this book Stephen Mumford argues against this popular view. He shows that no adequate account has been produced of what such laws in nature would be, or how they would perform the work that has been required of them. In their place, he argues that there are other necessary connections in nature that can do all the work for which we thought laws were needed. This book offers a holistic and connected account of reality in which the world’s elements do not need to be activated or controlled by laws. It is not possible that these elements behave other than they do. The world is more of a jigsaw than a mosaic: its pieces can form only one picture, and laws are no part of it. Stephen Mumford is Reader in Metaphysics in the Department of Philo- sophy at the University of Nottingham. He is the author of Dispositions (1998) and various papers in metaphysics. He is editor of Russell on Meta- physics (2003) and Powers by the late George Molnar (2003). Routledge studies in twentieth-century philosophy 1 The Story of Analytic Philosophy Plot and heroes Edited by Anat Biletzki and Anat Matar 2 Donald Davidson Truth, meaning and knowledge Edited by Urszula M.
    [Show full text]
  • A Reformed Natural Theology?
    A REFORMED NATURAL THEOLOGY? SEBASTIAN REHNMAN University of Stavanger Abstract: This paper aims to counter the recent opinion that there is a peculiar epistemology in the reformed Church which made it negative to natural theology. First it is shown that there was an early and unanimous adoption of natural theology as the culmination of physics and the beginning of metaphysics by sixteenth and seventeenth century philosophers of good standing in the reformed Church. Second it is argued that natural theology cannot be based on revelation, should not assume a peculiar analysis of knowledge and must not pass over demonstration. INTRODUCTION The title of this paper admittedly contains some confusion. But recently a notion of an allegedly pessimistic natural theology based on (purportedly) revealed principles of the reformed Church has been circulating among philosophers.1 This notion is confused, since if the principles of natural theology are supernatural, then either it is not natural theology or it is circular. There may be a natural theology by philosophers in the reformed Church, but not a natural theology based on the doctrines of the reformed Church. It is moreover confused to characterise such a natural theology as pessimistic in contrast to an allegedly optimistic mediaeval one. For thinkers such as Anselm, Aquinas, Scotus and Suarez did not maintain the sufficiency of natural theology for Christian faith. For all the important Catholic mediaeval thinkers held to the conviction that divine revelation is absolutely necessary for us to flourish as human EUROPEAN JOURNAL FOR PHILOSOPHY OF RELIGION 4/1 (SPRING 2012), PP. 151-175 152 SEBASTIAN REHNMAN beings and that, as far as ultimate metaphysical and moral questions are concerned, we remain in an utterly perilous state of ignorance without it.2 It is simply misleading to characterise natural theology in the reformed tradition in contrast with natural theology in the mediaeval tradition.
    [Show full text]
  • Hilary Putnam
    111 Hilary Putnam 011 111 A beautiful statement of almost all the ideas that I take to be of lasting value and vital importance Hilary Putnam Hilary Putnam is one of the most famous and influential living philosophers. In Hilary Putnam: Pragmatism and Realism, Putnam responds to ten new papers exam- ining his central ideas, written by highly respected Putnam scholars especially 0111 for this volume. Putnam’s work touches on almost every area of interest in contemporary Anglo- American philosophy. His ideas have had repercussions in the philosophy of language and the philosophy of mind, as well as countless areas of metaphysics. Many of Putnam’s most influential ideas can be traced back to his two key commit- ments: to pragmatism and to realism. In this book, well-known top scholars examine these two fundamental positions and their place in Putnam’s work. In addition to responding to each paper, there is a new essay by Putnam himself on pragmatism and nonscientific knowledge. The insight into Putnam’s work provided by the contributions to his work, 0111 combined with Putnam’s extensive and detailed responses, make this essential reading for anyone with an interest in the ideas and influence of Hilary Putnam. Contributors: Ruth Anna Putnam, Hilary Putnam, Richard Warner, Robert Brandom, Nicholas Rescher, John Haldane, Tadeusz Szubka, John Heil, Wolfgang Künne, Gary Ebbs and Charles Travis. James Conant is Professor of Philosophy at the University of Chicago. He is the editor of Putnam’s collected papers. Urszula M. Z˙eglen´ is Professor of Philosophy at the University of Turon´, Poland.
    [Show full text]
  • Wittgenstein. La 'Reorientación De La Filosofía'
    WITTGENSTEIN Reorientación de la filosofía por CARLA CORDUA Nº de Inscripción: 99.844 © Carla Cordua Derechos reservados para todos los países ISBN 956-201-322-7 A Roberto Sumario Prefacio................................................................ 5 I Filosofía y ciencia como teoría.................... 7 II La teoría: perspectivas críticas..................... 22 III La filosofía y la vida común y corriente....... 40 IV El fenómeno de la lógica............................. 60 V Necesidad................................................. 73 VI El contexto de la necesidad......................... 89 VII Claridad.................................................... 103 VIII Explicación con ejemplos........................... 122 IX Análogos del lenguaje................................ 140 X El lenguaje y los juegos.............................. 152 APÉNDICES I Torturas y enfermedades............................ 170 II Crítica de la teoría..................................... 172 III Polémicas o el arte de lanzar huevos........... 176 IV Diferentes diferencias................................ 179 V Wittgenstein en inglés............................... 182 VI ¿Qué forma parte de la lógica?................... 186 VII El filósofo y las imágenes........................... 194 VIII Contextos............................................... 200 IX ¿Teoría, investigación o qué?..................... 202 Bibliografía........................................................... 207 Prefacio El asunto de este libro es lo que se podría llamar el talante
    [Show full text]
  • Download Download
    Nordic Wittgenstein Review Special Issue 2015 • Wittgenstein and Forms of Life Danièle Moyal-Sharrock d.moyal-sharrock @ herts.ac.uk Wittgenstein on Forms of Life, Patterns of Life, and Ways of Living Abstract This paper aims to distinguish Wittgenstein’s concept of ‘form of life’ from other concepts or expressions that have been confused or conflated with it, such as ‘language-game’, ‘certainty’, ‘patterns of life’, ‘ways of living’ and ‘facts of living’. Competing interpretations of Wittgenstein’s ‘form(s) of life’ are reviewed (Baker & Hacker, Cavell, Conway, Garver), and it is concluded that Wittgenstein intended both a singular and a plural use of the concept; with, where the human is concerned, a single human form of life characterized by innumerable forms of human life. Introduction This paper aims to demarcate Wittgenstein’s concept of ‘form(s) of life’ from other concepts or expressions that have been confused or conflated with it, such as, ‘language-game’, ‘certainty’, ‘patterns of life’, ‘ways of living’ and ‘facts of living’. The tendency to merge these concepts may in part be due to their all being what we might call framework concepts: concepts featuring basicness or ungrounded- ness. Wittgenstein’s reputation as a therapeutic philosopher who refrains from interventionist or constructive philosophical activity 21 Danièle Moyal-Sharrock CC-BY is unjustified.1 Particularly when we think of him as pushing his way through a lot of muddied and muddled philosophical water to emerge with many a brilliant ‘redeeming word’ (erlösende Wort) or concept – such as ‘form of life’ or ‘language game’. These concepts result from Wittgenstein’s attempts to present the familiar unseen – what is always before our eyes but is unnoticed because of its familiarity2 – in such a way that it becomes perspicuous.
    [Show full text]
  • CURRICULUM VITAE Professor Dr. Hans-Johann GLOCK
    CV_0421_Glock: 06.04.2021:06.04.21 13:04 CURRICULUM VITAE Professor Dr. Hans-Johann GLOCK A. General Name: Professor Hans-Johann Glock (M.A., D.phil.) married, two daughters (*1993 & 1995) Present Appointments: Professor für Philosophie (Ordinarius), Lehrstuhl für Theoretische Philosophie II, Philosophisches Seminar, Universität Zürich (since 01.09.2006) Visiting Professor School of Humanities, University of Reading Date of Birth: 12 February 1960 Nationality: German National Service: Conscientious objector, nursing (1980-81) E-mail: [email protected] Website: http://www.philosophie.uzh.ch/institut/lehrstuehle/theoretische2/team/glock ORCID: 0000-0001-6176-909X Areas of Specialization Philosophy of Language, Philosophy of Mind, Philosophy of Animal Minds, Analytic Philosophy, Metaphilosophy, Wittgenstein Areas of Competence Theory of action, Philosophy of Biology Epistemology, Metaphysics, Kant. Education and Qualifications Obtained • Kepler Gymnasium, Freudenstadt (Abitur) '71–'79 • University of Tübingen: '81–'83 Prelims (Philosophy, German, Mathematics) June '83 • St. Anne's College, Oxford: '83–'84 Visiting Student • Free University of Berlin: '84–'86 M.A. (Philosophy, Linguistics) Double First Sept. '86 • Balliol College, Oxford '86–'87 • St. John's College, Oxford: '87–'90 D.Phil (Philosophy) June '90 Scholarships • German National Scholarship Foundation (Studienstiftung) '81–'86 • German Academic Exchange Service (DAAD) '83–'84 • German National Scholarship Foundation Ph.D. Scholarship '86–'89 • North Senior Scholarship, St. John's College, Oxford '87–'90 1 CV_0421_Glock: 06.04.2021:06.04.21 13:04 Previous Appointments • Course Tutor for Open University 01.01.87– 31.01.88 • Stipendiary Lecturer at St. Catherine’s College, Oxford 01.10.88– 30.09.91 • Junior Research Fellow at St.
    [Show full text]
  • Wittgenstein's Lectures on the Foundations of Mathematics As The
    新進研究者 Research Note Secondary Meaning in Wittgenstein’s Philosophy of Mathematics Kumpei YAMAMURO Abstract This paper presents the possibility of interpreting the two uses of the words “same”, “analogous” and “similar” that are discussed in Wittgenstein’s Lectures on the Foundations of Mathematics as the primary and secondary meanings he discusses in Last Writings on the Philosophy of Psychology and Philosophy of Psychology — A Fragment. Although the hitherto overlooked significance of the concept of “secondary meaning” has been pointed out by a number of commentators, to the best of my knowledge, little research has been done on its potential significance in Wittgenstein’s philosophy of mathematics. This paper is positioned as a preparatory work to discuss the significance. (1) Research Topic This paper proposes to interpret the two uses of the words “same”, “analogous” and “similar” that Wittgenstein discusses in LFM as the primary and secondary meaning, respectively. (2) Background and Previous Research At §276 of Philosophy of Psychology — A Fragment, Wittgenstein distinguishes between the primary and secondary meaning of a word. In order to see what the distinction is like, we must look at the preceding section: Given the two concepts ‘fat’ and ‘lean’, would you be inclined to say that Wednesday was fat and Tuesday lean, or the other way round? (I am strongly inclined towards the former.) Now have “fat” and “lean” some different meaning here from their usual one? — They have a different use. — So ought I really to have used different words? Certainly not. — I want to use these words (with their familiar meanings) here.
    [Show full text]
  • The Quest for Meaning, 0631153330, 9780631153337, 225 Pages, Oswald Hanfling
    The Quest for Meaning, 0631153330, 9780631153337, 225 pages, Oswald Hanfling DOWNLOAD http://bit.ly/1nWvHIi http://en.wikipedia.org/w/index.php?search=The+Quest+for+Meaning Most discussions of medical and practical ethics have avoided direct confrontation with the query: what is the value and meaning of human life? The book addresses these issues directly, examining the variety of philosophical questions in the area, their meaningfulness and the paradoxes suggested by answers to those questions. Each chapter is an attempt to identify and correct the biases and confusions in such discussions. DOWNLOAD http://is.gd/ZPXzTe http://bit.ly/1tfV5JD The meaning of life in the world religions , Joseph Runzo, 2000, Philosophy, 330 pages. This volume brings together some of the most distinguished thinkers in theield of theology to consider the question of the meaning of life in thearious global religions.. Knowledge and scepticism , Douglas Odegard, 1982, Philosophy, 170 pages. The Coherence of Theism , Richard Swinburne, 1977, Language Arts & Disciplines, 302 pages. God is often defined as a spirit who is present everywhere, knows everything, is able to do anything, is the creator of the world, is perfectly free, perfectly good, eternal. Does Life Have a Meaning? , Milton Karl Munitz, 1993, Philosophy, 114 pages. In pursuit of this goal, Munitz contends that we must recognize a basic distinction between two important dimensions of Reality: (1) the observable universe - the domain of. Philosophical Investigations , Ludwig Wittgenstein, 1968, Analysis (Philosophy), 250 pages. The Comic Element of Montaigne's Style , ZoГ© Samaras, 1970, French language, 253 pages. Philosophy of Language Meaning and Use in Wittgenstein's Blue and Brown Books, Oswald Hanfling, 1973, Language and languages, .
    [Show full text]
  • C©, Un 22307 Alexandria, VA
    -_-=1_ _ --.-_ . _ :i=T-:=j-5= :.-rT-I--I-:-i--i::- :i _i ,-` -ghooro Bulk Mail U.S. Postage o/,08ofalkunk%%X JB. PAID Permit No'. 5659 c©, un 22307 Alexandria, VA MR. DENNIS J. DARLAND /9999 1965 WINDING HILLS RD. (1304) DAVENPORT IA 52807 THE BERTRAND RUssl£LL SOCIETY THE BERTRAND RUSSELL SOCIHTY 8UAR7ERIy 38{)2 North Kcnncui Avcnuc, New.sleller o the Berlrand Russell Sociel Chicago,11. 6()f4l -2814, U.S.A. February, 1998 No. 97 The Bertrand Russell Society was fountlcd in I t)74 lo I.oster a better understanding FROM TIIE EI)lTOR of Russcll's work and to promoLc idc:rs zin(I c{iuscs hc thought important. Tl`c `John Shosky Sociely's motto is Russell's statcmcnt, "Tlic g(}(){1 lil`c is one juspircd by love and guided by knowledge." FROM TIIE BRS I'RESIDENT: TILE ANNUAL MEETING .John I.enz The Bertrand Russell Society Quarterly is publi``hc(I in February, May, August, and November. Letters and manuscripts should bc iiddrcsscd to: PRELIMINARY PROGRAM FOR TIIE ANNUAL MEETING Papers, Panels, Workshops, Videos, and More 7 John Shosky BRS RUSSELL NEWS 1806 Rollins Drive Talking Points on Russell 11 Alexandria, Vlrginia 22307 ANTONY FLEW: PIIILOSOPHICAL HUMANIST oFFICHRs oF TIIE I}nRTRANI) Russnl,L socllITy John Shosky 13 Chair Michael Rockler BooK RnvlEw: RussELL.s powER President John Len7, F.van Selinger 16 Vice President Jan Eisler Vice PresidenVlnformation Emeritus Lee Eisler I}00K REVIEW: J/V7ERJIACES Secietary Ken Blackwell Robert Barnard 19 Treasurer Dennis Darland I}00K RF.VII]W: COLLECTED PAPERE, VOLUME 10 Tiln nl3RTRANn RussELL socllITy ON TIIR NIIT John Shosky 21 The Berlrantl Russet( Society Home Page vlDEO TIE.NiTrw.
    [Show full text]