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American Congress for Aesthetics
American Congress for Aesthetics Auspices UNIVERSITY OF SCRANTON CHAMBER OF COMMERCE AUDITORIUM SCRANTON, PENNA. APRIL 13th to 15th, 1939 SPEAKERS PADRAIC COLUM — Poet; President, Poetry Society of America; Member, Academy of Irish Letters. VAN METER AMES — Professor of Philosophy, University of Cincinnati. MAX SCHOEN, PH.D. — Head, Department of Psychology and Professor of Aesthetics, Carnegie Institute of Technology. ALEXANDER KOSTELLOW — Painter, Carnegie International Prize Winner; Professor, Pratt Institute. MARTHA GRAHAM — Dancer, New York. GEORGE BOAS, PH.D. — Professor of Philosophy, Johns Hopkins University. MATLACK PRICE — Architect; Professor, Pratt Institute. GLEN HAYDON, PH.D. — Head, Department of Music, University of North Carolina. OSCAR THOMPSON — Author; Editor, Musical America; Music Critic, New York Sun. OTTO ORTMANN, MUS. D. — Director, Peabody Conservatory of Baltimore. FELIX M. GATZ, PH.D.— Head, Department of Music and Art, University of Scranton. THE CONGRESS The idea of having an American Congress for Aesthetics designed along lines similar to those of the famous European Congresses was conceived by Dr. Felix M. Gatz while attending the last International Congress for Aesthetics in Paris, in August, 1937, as a delegate of New York University. When, at the close of the International Congress, Dr. Gatz, who had delivered a lecture on "American Aesthetics", was appointed American member of the Permanent International Committee for Aesthetics, he took upon him- self as a duty the work of organizing the First American Congress for Aesthetics. With the assistance of Professors Max Schoen and Alexander Kostellow the problems of organization have been brilliantly solved, and, upon the insistence of Dr. Gatz, the honor of harboring the great scholastic event has been given to Scranton. -
The Philosophical Development of Gilbert Ryle
THE PHILOSOPHICAL DEVELOPMENT OF GILBERT RYLE A Study of His Published and Unpublished Writings © Charlotte Vrijen 2007 Illustrations front cover: 1) Ryle’s annotations to Wittgenstein’s Tractatus 2) Notes (miscellaneous) from ‘the red box’, Linacre College Library Illustration back cover: Rodin’s Le Penseur RIJKSUNIVERSITEIT GRONINGEN The Philosophical Development of Gilbert Ryle A Study of His Published and Unpublished Writings Proefschrift ter verkrijging van het doctoraat in de Wijsbegeerte aan de Rijksuniversiteit Groningen op gezag van de Rector Magnificus, dr. F. Zwarts, in het openbaar te verdedigen op donderdag 14 juni 2007 om 16.15 uur door Charlotte Vrijen geboren op 11 maart 1978 te Rolde Promotor: Prof. Dr. L.W. Nauta Copromotor: Prof. Dr. M.R.M. ter Hark Beoordelingscommissie: Prof. Dr. D.H.K. Pätzold Prof. Dr. B.F. McGuinness Prof. Dr. J.M. Connelly ISBN: 978-90-367-3049-5 Preface I am indebted to many people for being able to finish this dissertation. First of all I would like to thank my supervisor and promotor Lodi Nauta for his comments on an enormous variety of drafts and for the many stimulating discussions we had throughout the project. He did not limit himself to deeply theoretical discussions but also saved me from grammatical and stylish sloppiness. (He would, for example, have suggested to leave out the ‘enormous’ and ‘many’ above, as well as by far most of the ‘very’’s and ‘greatly’’s in the sentences to come.) After I had already started my new job outside the academic world, Lodi regularly – but always in a pleasant way – reminded me of this other job that still had to be finished. -
Idėjų Istoriografijos Gimimas: Arthur Oncken Lovejoy
AIVARAS STEPUKONIS Gauta 2005-04-25 AIVARAS STEPUKONIS Kultûros, filosofijos ir meno institutas IDËJØ ISTORIOGRAFIJOS GIMIMAS: ARTHUR ONCKEN LOVEJOY The Birth of the Historiography of Ideas: Arthur Oncken Lovejoy SUMMARY The introductory part of the article presents an account of the formative period of the historiography of ideas in which the historical beginnings and later developments of the discipline are discussed. The introductory part is followed by an analysis of the studies of one of the most renowned Western histo- riographers, Arthur Oncken Lovejoy, with special notice being paid to the methodological aspects of these studies. The three main themes under scrutiny are as follows: (1) the idea as the object of a his- toriographic study; (2) the methods of historiography in a practical and theoretical perspective, and (3) points of divergence between historiography and philosophy. IÐTAKOS IR PLËTOTËS Pasakymas idëjø istorija Vakarø Giambattista Vico (16681744) savo Nau- mokslinëje raðtijoje pasëtas filosofijos is- jàjá mokslà apie bendràjà tautø prigimtá torijà tyrinëjusiam pastoriui ið Augsbur- (1725) laikë savotiðka idëjø istorija (la go Johannui Jakobui Bruckeriui (1696 storia delle idee). Anot Vico, ði istorija 1770) iðleidus Historia doctrina de ideis prasidëjo ne filosofams pirmàsyk susi- (Mokymo apie idëjas istorija, 1723), kurio- màsèius [riflettere] apie þmoniø idëjas1, je iðdëstyta istorinë platoniðkøjø idëjø o pirmykðèiams þmonëms apskritai apþvalga. Kaip tik Bruckerá turëdamas ëmus galvoti þmogiðkai [umanamente galvoje neapolietis retorikos profesorius pensare]. Trumpai tariant, idëjø istorijos RAKTAÞODÞIAI. Istoriografijos metodologija, idëjø istoriografija, filosofija. KEYWORDS. The methodology of historiography, the historiography of ideas, philosophy. 130 LOGOS 42 2005 BALANDIS BIRÞELIS MOKSLINË MINTIS pradþia ne Platonas, o mitas ir poezi- heyaus kûryboje, kurioje gyvenamasis ja. -
A.C. Pigou and the 'Marshallian' Thought Style
A.C. PIGOU AND THE ‘MARSHALLIAN’ THOUGHT STYLE A STUDY IN THE PHILOSOPHY AND MATHEMATICS UNDERLYING CAMBRIDGE ECONOMICS Karen Lovejoy Knight PALGRAVE STUDIES IN THE HISTORY OF ECONOMIC THOUGHT Palgrave Studies in the History of Economic Thought Series Editors Avi J. Cohen Department of Economics York University and University of Toronto Toronto, ON, Canada G.C. Harcourt School of Economics University of New South Wales Sydney, NSW, Australia Peter Kriesler School of Economics University of New South Wales Sydney, NSW, Australia Jan Toporowski Economics Department SOAS, University of London London, UK Palgrave Studies in the History of Economic Thought publishes contri- butions by leading scholars, illuminating key events, theories and indi- viduals that have had a lasting impact on the development of modern-day economics. The topics covered include the development of economies, institutions and theories. More information about this series at http://www.palgrave.com/gp/series/14585 Karen Lovejoy Knight A.C. Pigou and the ‘Marshallian’ Thought Style A Study in the Philosophy and Mathematics Underlying Cambridge Economics Karen Lovejoy Knight Independent Scholar Duncraig, WA, Australia Palgrave Studies in the History of Economic Thought ISBN 978-3-030-01017-1 ISBN 978-3-030-01018-8 (eBook) https://doi.org/10.1007/978-3-030-01018-8 Library of Congress Control Number: 2018959362 © The Editor(s) (if applicable) and The Author(s) 2018 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and trans- mission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. -
Academic Repression: Reflections from the Academic-Industrial Complex
Academic Repression: Reflections from the Academic-Industrial Complex Edited by: Steven Best, Anthony J. Nocella II, and Peter McLaren Table of Contents Foreword Michael Bérubé, “The Company We Keep” Preface Rik Scarce, “Scholars under Siege” Acknowledgements and Dedication Introduction, Steven Best, Anthony J. Nocella, II, and Peter McLaren, “The Rise of the Academic-Industrial Complex and the Crisis in Free Speech” I Contextualizing Academic Repression 1. Henry Giroux, “Higher Education after September 11th: The Crisis of Academic Freedom and Democracy” 2. Michael Parenti, “Academic Repression: Past and Present” 3. Steven Best and Douglas Kellner, “The War Against the `Academic Left’: From Gross and Levitt to Gitlin" 4. Takis Fotopolous, “Systemic Aspects of Academic Repression in the New World Order” II Academic Slapdown: Case Studies in Repression 5. Robert Jensen, “Academic Freedom on the Rock(s): The Failures of Faculty in Tough Times” 6. Ward Churchill, “The Myth of Academic Freedom; Experiencing the Application of Liberal Principles in a Neoconservative Era” 7. Richard Kahn, “Neo-McCarthyism and Repressive Tolerance in Higher Education” 8. Bill Martin, “Postmodern Fascism and the Long Arm of Israel: Reflections on the Finkelstein Case” 9. Amory Starr, “Radical is as Radical Does: Practical Engagement and the Politics of Campus Organizing” 10. Christian Davenport, “Scholarship under the Gun: Understanding Academic Repression” 11. A. Peter Castro, “Academic Freedom and Responsibility” III Repression at Home and Abroad: Middle East and African Perspectives 12. Stephen Sheehi, “Teaching in a State of Fear: Middle East Studies in the `Teeth of Power’” 13. Victoria Fontan, “Everyman for Himself!” 14. Mark LeVine, “Shooting the Messenger: Attacks on Middle Eastern Studies Amidst the Twilight of Empire” 15. -
Form Without Matter Empedocles and Aristotle on Color Perception
Form without Matter Empedocles and Aristotle on Color Perception Mark Eli Kalderon 2 i Ineluctable modality of the visible: at least that if no more, thought through my eyes. Signatures of all things I am here to read, seaspawn and seawrack, the nearing tide, that rusty boot. Snotgreen, bluesilver, rust: coloured signs. Limits of the diaphane. But he adds: in bodies. Then he was aware of them bodies before of them coloured. How? By knocking his sconce against them, sure. Go easy. Bald he was and a millionaire, maestro di color che sanno. Limit of the diaphane in. Why in? Diaphane, adiaphane. If you can put your five fingers through it, it is a gate, if not a door. Shut your eyes and see. James Joyce, Ulysses “Quand nos yeux se touchent, fait-il jour ou fait-il nuit?” Jacques Derrida, Le toucher, Jean-Luc Nancy ii Contents 1 Empedocles 1 1.1 Dialectic .................................... 1 1.2 The Answer in the Style of Gorgias .................... 4 1.3 Empedocles’ Theory of Vision ....................... 7 1.4 Empedoclean Puzzlement .......................... 12 1.5 Definition ................................... 15 2 Perception at a Distance 17 2.1 The Sensible Qualities of Remote External Particulars ........ 19 2.1.1 External ................................ 20 2.1.2 Particular ............................... 26 2.1.3 Remote ................................ 30 2.2 Against the Empedoclean Principle .................... 31 2.3 The Generalized Form of Empedoclean Puzzlement .......... 39 3 Transparency 41 3.1 Motive and Method ............................. 41 3.2 Transparency in De Anima .......................... 42 3.3 Transparency in De Sensu ........................... 54 4 Color 65 4.1 Aristotle’s Explanatory Strategy ..................... -
Post Primary Guide 2021
Ulster Tatler POST PRIMARY GUIDE 2021 Campbell College // Rockport // Clongowes Wood College // Victoria College Belfast // Grosvenor Grammar School // Bloomfield Collegiate School // St Columbanus’ College // Wellington College // Lagan College // Cookstown High School // The Royal Belfast Academical Institute // Ballyclare High School // Assumption Grammar // Ashfield Girls’ High School // St Joesph’s College // Banbridge Academy // University of Aberdeen // Liverpool John Moores University STRIP ADVERT POST PRIMARY GUIDE 2021 CONTENTS A MESSAGE 000 A FROM 000 A 000 A 000 A EDUCATION 000 A 000 A 000 A MINISTER 000 A 000 A 000 A PETER 000 A 000 A 000 A WEIR 000 A 000 A 000 A Join our 000 A 000 A 000 A Virtual 000 A 000 A 000 A Open Month 000 A 000 A I AM PROUD OF OUR 000 A “ 000 A REPUTATION AS A REGION From Saturday THAT OFFERS A FIRST-CLASS 6th February 2021 EDUCATION SYSTEM THAT PLACES NI VERY FIRMLY ON THE INTERNATIONAL STAGE.” Boarding Places Available very year children face the exciting The pandemic has impacted many that offers a first-class education system prospect of moving from primary aspects of educational life. Many children that places Northern Ireland very firmly Eschool to ‘big school’. I clearly in Northern Ireland are undertaking one or on the international stage. My aspiration remember my sense of excitement and both transfer tests this month. This will be is that each and every young person anticipation at the prospect of leaving the followed by the anxious wait to see if they is nurtured and encouraged to realise friendly and familiar surroundings of my have been successful in gaining entry into their full potential and progress to further first school. -
Journal of the History of Ideas 2006-2010 Germa Greving
www.rug.nl/research/MHIR-journalreview Towards intellectual history A review on the Journal of the History of Ideas 2006-2010 Germa Greving This review is part of the Journal Review project of the research-master Modern History and International Relations (MHIR) at the University of Groningen. For more information, visit www.rug.nl/research/MHIR-journalreview © 2013 the author and the University of Groningen. All rights reserved. www.rug.nl/research/MHIR-journalreview Contents Introduction ................................................................................................................................ 1 1. The current state of affairs ..................................................................................................... 4 1.1. Defining identity: aims, goal, and scope ......................................................................... 4 1.2. A ruling quartet: the organizational structure ................................................................. 5 1.3. The University of Pennsylvania: organizational binding................................................ 6 1.4. The internet: recent developments .................................................................................. 6 2. Reputation, reception and judgment ...................................................................................... 7 2.1. ERIH and ERA: rankings................................................................................................ 7 2.2. Citation report: the Web of Knowledge ......................................................................... -
Conceptualizing Social Justice in Social Work: Are Social Workers “Too Bogged Down in the Trees?”
Journal of Social Justice, Vol. 4, 2014 (© 2014) ISSN: 2164-7100 Conceptualizing Social Justice in Social Work: Are Social Workers “Too Bogged Down in the Trees?” Karen Morgaine1 Social work organizations such as NASW, CSWE, IFSW highlight social justice as a primary value and function of social work, yet scholars suggest there are multiple meanings attached to the term, which leads to a lack of clarity. Little research has examined how social workers define social justice and how/if they engage in social justice in their work. Focus groups were held with social workers to ascertain how participants define and apply social justice to the work that they do. Results point to a focus on social justice as individual rights-based, which can be complicated by multiple meanings. Additionally, participants focused on the potential for the term to cause discomfort and for this to inhibit actualizing social justice in practice. [Article copies available for a fee from The Transformative Studies Institute. E-mail address: [email protected] Website: http://www.transformativestudies.org ©2014 by The Transformative Studies Institute. All rights reserved.] KEYWORDS: Social Work and Social Justice, Social Work Education, Social Justice, Social Justice Practice. 1 Karen Morgaine, Ph.D. is an Assistant Professor in the Sociology Department at California State University Northridge. She teaches practice and policy courses with a focus on social justice, macro practice, community organizing, and LGBTQQIP communities. Her research focuses on using qualitative research methodologies to examine power and privilege in social movements. Areas of interest include LGBTQQIP movements; framing of social problems; radical/progressive social movements; domestic violence; human rights; globalization and social movements; and poverty. -
Reports to the General Assembly 2003
Tuesday Business Board Ministry & Pensions Shankill Road Mission PWA Nomination Board Inter-Church Relations Board GENERAL ASSEMBLY Education Board Union Commission Wednesday Church & Gov. 2003 2003 General Board (Other C’ttes.) Social Witness Youth Board ANNUAL REPORTS Board of Mission in Ireland Thursday Board of Studies & Christian Training United Appeal Overseas Board ORDER OF BUSINESS Residential Assembly 2004 Notes: Business commences at 9.30 a.m. each morning. Judicial Commission Luncheon adjournment at 1.00 p.m. each day. Priorities The figures printed in brackets are page Friday references to the Annual Reports. Trustees References to the Minutes of Assembly are given Trusts in full. Finance and Administration Communications Board NOTES ii MONDAY, JUNE 2 Within Church House 7.00 p.m.— Divine Service Constitution of Assembly Memorial Roll Election of Moderator TUESDAY, JUNE 3 Within Church House 9.30 a.m.— 1. BUSINESS BOARD: Report and Resolutions (90-97). Arrangements Committee. 2. Reports of Synods and Presbyteries (80-89). (10.00) 3. Reception of Corresponding Members and Delegates. Church of Scotland: Right Rev. Prof. Iain Torrance, Rev. Dr. Iain C. Barclay, Prof. Trevor Salmon. United Reformed Church: Rev. John D. Waller, Rev. Dr. David Cornick. Presbyterian Church of Wales: Rev. Meirion Lloyd Davies. Church of Ireland: Rt. Rev. Kenneth Good, Mr. F. Rankin. The Methodist Church in Ireland: Rev. Harold Good, Mrs. Louise Wilson. The Presbyterian Church of Australia: Rt. Rev. John Knapp. W.A.R.C: Rev. Dr. Setri Nyomi. I.C.C: Dr. David Stevens. Église Réformée de France: . (10.30) 4. BOARD OF MINISTRY AND PENSIONS: Report and Resolutions (283-295). -
Draft Fp Mag 2013
Contents Editorial Note 2 Board of Governors & Staff 5 FCOBA Past Presidents 8 LHSOGA Past Presidents 10 FCFPA Officers 2012-13 12 Chairperson’s Letter 13 Amalgamation of LHSOGA & FCOBA 14 Update on the New School 15 Prize Night Speeches 17 Staff Retirements 31 Graduations 48 Leavers’ Destinations 2012 50 A View The Foyle Commanding – Update 52 FCFPA Facebook Page 53 Standing Order Mandate 54 Notes & News 55 Announcements 56 Presidents’ Reports & Profiles 66 Reports on the Year’s Events 74 Your Contributions 104 Dates For Your Diary 114 FCOBA & LHSOGA Memorabilia 117 1 Editorial Note Welcome to the 2013 edition of the Foyle College Former Pupils’ Magazine. The past year has been a remarkable one, for the school and for our Association. The Association is no longer two distinct organisations but one that embraces the traditions of the FCOBA and LHSOGA, while recognising the need for a new focus that welcomes and includes the past pupils of Foyle & Londonderry College. The school has seen some major shifts in senior staff with the retirement of Mr Jack Magill, and seven of the most experienced members of teaching staff. There have also been major changes in the support staff of both Springtown and Duncreggan. You can read about their contribution to the school in our new ‘Retirements’ section. With these changes come new staff members, and the appointment of Foyle College’s new Headmaster, Mr Patrick Allen. The Association would like to extend a warm welcome to Mr Allen as he settles into his new post. This year the Association aims to create a comprehensive database of contact details for its members – email addresses and years of attendance at the school being key. -
Report on First Consultation
Northern Ireland Curriculum Review Report on First Consultation Report of the Consultation on Phase 1 of the Curriculum Review CONTENTS Page Executive Summary 1 1 The Consultation Process 7 2 Response to the proposals for a revised Curriculum Framework 9 3 Response to the proposals for Key Stages 1 and 2 18 4 Response to the proposals for Key Stage 3 21 5 Response to consultation on future flexibility at Key Stage 4 30 Appendices Appendix 1: List of respondents 32 Appendix 2: List of meetings with stakeholders 40 Appendix 3: Published response from the Education Committee of the Northern Ireland Assembly 42 Appendix 4: Proposed framework for the Northern Ireland Curriculum (subject to minor refinement in the light of consultation) 44 iii Executive Summary 1 SUPPORT FOR THE PROPOSED CURRICULUM FRAMEWORK There was overwhelming support, in the region of 90% in most cases, for the proposed refinement of the aim, objectives, values, skills and access statement of the Northern Ireland Curriculum. Aim 91.4% of respondents supported the proposal to alter the aim of the NIC to: enable young people to achieve their potential and to make informed and responsible choices and decisions throughout their lives. Objectives 91.4% of respondents supported the proposal to define the objectives as the development of: • the individual; • the individual as a contributor to society; • the individual as a contributor to the economy and environment. Values 89.9% of respondents supported the proposal to define the values underpinning the Northern Ireland Curriculum in relation to: • Individual uniqueness and capacity for growth; • Equality, justice and democracy; • The environment and sustainability; • The right to be prepared for the world of work.