Using Maimonides' Rule to Estimate the Effect of Class Size On
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Against the Heteronomy of Halakhah: Hermann Cohen's Implicit Rejection of Kant's Critique of Judaism
Against the Heteronomy of Halakhah: Hermann Cohen’s Implicit Rejection of Kant’s Critique of Judaism George Y. Kohler* “Moses did not make religion a part of virtue, but he saw and ordained the virtues to be part of religion…” Josephus, Against Apion 2.17 Hermann Cohen (1842–1918) was arguably the only Jewish philosopher of modernity whose standing within the general philosophical developments of the West equals his enormous impact on Jewish thought. Cohen founded the influential Marburg school of Neo-Kantianism, the leading trend in German Kathederphilosophie in the second half of the nineteenth and the first decade of the twentieth century. Marburg Neo-Kantianism cultivated an overtly ethical, that is, anti-Marxist, and anti-materialist socialism that for Cohen increasingly concurred with his philosophical reading of messianic Judaism. Cohen’s Jewish philosophical theology, elaborated during the last decades of his life, culminated in his famous Religion of Reason out of the Sources of Judaism, published posthumously in 1919.1 Here, Cohen translated his neo-Kantian philosophical position back into classical Jewish terms that he had extracted from Judaism with the help of the progressive line of thought running from * Bar-Ilan University, Department of Jewish Thought. 1 Hermann Cohen, Religion der Vernunft aus den Quellen des Judentums, first edition, Leipzig: Fock, 1919. I refer to the second edition, Frankfurt: Kaufmann, 1929. English translation by Simon Kaplan, Religion of Reason out of the Sources of Judaism (New York: Ungar, 1972). Henceforth this book will be referred to as RR, with reference to the English translation by Kaplan given after the German in square brackets. -
Excellence in the Classroom
5564 cover front.qxp 1/15/2007 10:40 PM Page C1 The Future of Children PRINCETON - BROOKINGS Excellence in the Classroom VOLUME 17 NUMBER 1 SPRING 2007 3 Introducing the Issue 15 What Is the Problem? The Challenge of Providing Effective Teachers for All Children 45 The Effect of Certification and Preparation on Teacher Quality 69 Pay, Working Conditions, and Teacher Quality 87 Using Performance-Based Pay to Improve the Quality of Teachers 111 Learning in the Teaching Workforce 129 The Challenges of Staffing Urban Schools with Effective Teachers 155 Recruiting and Retaining High-Quality Teachers in Rural Areas 175 Teachers Unions and Student Performance: Help or Hindrance? 201 Teacher Labor Markets in Developed Countries 219 Teacher Labor Markets in Developing Countries A PUBLICATION OF THE WOODROW WILSON SCHOOL OF PUBLIC AND INTERNATIONAL AFFAIRS AT PRINCETON UNIVERSITY AND THE BROOKINGS INSTITUTION 00 5564-7 TOC.qxp 1/15/2007 10:31 PM Page 1 The Future of Children PRINCETON - BROOKINGS VOLUME 17 NUMBER 1 SPRING 2007 Excellence in the Classroom 3 Introducing the Issue by Susanna Loeb, Cecilia Rouse, and Anthony Shorris 15 What Is the Problem? The Challenge of Providing Effective Teachers for All Children by Richard J. Murnane and Jennifer L. Steele 45 The Effect of Certification and Preparation on Teacher Quality by Donald Boyd, Daniel Goldhaber, Hamilton Lankford, and James Wyckoff 69 Pay, Working Conditions, and Teacher Quality by Eric A. Hanushek and Steven G. Rivkin 87 Using Performance-Based Pay to Improve the Quality of Teachers by Victor Lavy 111 Learning in the Teaching Workforce by Heather C. -
Salomon Maimon and the Metaphorical Nature of Language
zlom2 12.11.2009 16:02 Stránka 167 Pol Capdevila SALOMON MAIMON AND THE METAPHORICAL NATURE OF LANGUAGE LUCIE PARGAČOVÁ This article is concerned with the metaphorical nature of language in the conception of Salomon Maimon (1753–1800), one of the most distinctive figures of post-Kantian philosophy. He was continuously challenging the theories that attributed a metaphorical character to language, which were widespread in eighteenth-century British, French, and German philosophy. Particularly notable was his attack on Johann Georg Sulzer (1720–1779). The core of the dispute concerned different views on the relationship between the sphere of the senses and the sphere of the intellect. Whereas Sulzer understood them simply as analogical, Maimon dissolved the disparity, convinced that each stems, albeit separately, from the transcendental activity of consciousness. He applied this method of argumentation also in essays on literal meaning and figurative meaning. Salomon Maimon und der metaphorische Charakter der Sprache Der Aufsatz beschäftigt sich mit dem metaphorischen Charakter der Sprache im Denken von Salomon Maimon (1753–1800). Dieser herausragende Vertreter post-kantianischer Philosophie polemisierte wiederholt mit in der britischen, französischen und deutschen Philosophie des 18. Jahrhunderts verbreiteten Theorien, die der Sprache metaphorischen Charakter zuschrieben. Maimons Angriff richtete sich vor allem gegen Johann Georg Sulzer (1720–1779). Der Konflikt drehte sich um verschiedene Auffassungen der Beziehung zwischen dem Bereich des Sinnlichen und dem des Intelligiblen: Während Sulzer diese Bereiche unproblematisch als einander analog verstand, löste Maimon ihre Unterschied- lichkeit auf, da er überzeugt war, dass beide der transzendentalen Tätigkeit des Bewusst- seins entspringen. Diese Argumentationlinie verfolgte er auch in seinen Überlegungen zur eigentlichen und uneigentlichen Bedeutung. -
Why Was Maimonides Controversial?
12 Nov 2014, 19 Cheshvan 5775 B”H Congregation Adat Reyim Dr Maurice M. Mizrahi Adult Education Why was Maimonides controversial? Introduction Always glad to talk about Maimonides: He was Sephardic (of Spanish origin), and so am I He lived and worked in Egypt, and that's where I was born and grew up His Hebrew name was Moshe (Moses), and so is mine He was a rationalist, and so am I He was a scientist of sorts, and so am I He had very strong opinions, and so do I And, oh yes: He was Jewish, and so am I. -Unfortunately, he probably wasn’t my ancestor. -Rabbi Moshe ben Maimon, aka Maimonides, aka The Rambam: b. 1135 (Córdoba, Muslim Spain) – d. 1204 (Fostat, Egypt): Torah scholar, philosopher, physician: Maimonides was the most illustrious figure in Judaism in the post-talmudic era, and one of the greatest of all time… His influence on the future development of Judaism is incalculable. No spiritual leader of the Jewish people in the post- talmudic period has exercised such an influence both in his own and subsequent generations. [Encyclopedia Judaica] -Best-known for Mishneh Torah and Guide for the Perplexed: -Mishneh Torah (Sefer Yad ha-Chazaka) codifies Jewish law. Gathers all laws from Talmud and adds rulings of later Sages. Clear, concise, and logical. No personal opinions. -The Guide for the Perplexed (Dalalat al-Ha'erin; Moreh Nevukhim) is a non-legal philosophical work, for general public, that bridges Jewish and Greek thought. -Controversial in his lifetime and for many centuries afterwards. Controversies concerning Maimonides 1-No need to study Talmud -He appears to downplay study of Talmud. -
Philosophy (PHIL) 1
Philosophy (PHIL) 1 PHILOSOPHY (PHIL) PHIL 3000 Plato's Metaphysics (4 Credits) A systematic study of Plato's Middle and Late Period Dialogues that focuses on his arguments for the existence of abstract objects and the development of Plato's theory of Forms. Prerequisite: At least Junior standing or permission of instructor. PHIL 3003 Plato's Theory of Knowledge (4 Credits) A systematic investigation of Plato's treatments of knowledge throughout the dialogues with a focus on the theory of recollection, Forms as objects of knowledge, the relationship between the Forms and perceptual experience, and the challenges posed by notions of true and false belief. Prerequisites: At least Junior standing or permission of instructor. PHIL 3005 Cosmopolitics (4 Credits) This class will be a close reading of Plato's dialogue Timaeus, with a special focus on the cosmological, theological, and political dimensions of the text. PHIL 3010 Great Thinkers: Aristotle (4 Credits) A study of Aristotle's central theories and doctrines. Prerequisite: junior standing or instructor's permission. PHIL 3011 Great Thinkers: Virginia Woolf (4 Credits) In this course we will read Virginia Woolf as a philosopher. We will discuss her philosophy of nature, knowledge, art, politics, science, sensation, gender, and materialism throughout her fiction and non-fiction writings. PHIL 3023 Great Thinkers: Maimonides: Politics, Prophecy and Providence (4 Credits) Using "The Guide for the Perplexed" as our central text, we explore the complex philosophical ideas of Moses Maimonides (1135-1204), one of the central figures in medieval philosophy and Jewish thought. Our study includes analyses of his ideas on principles of faith, human perfection, intellectual vs. -
Maimonides in His World: Portrait of a Mediterranean Thinker Princeton, NJ: Princeton University Press, 2009, Xx + 222 Pp
Studies in Christian-Jewish Relations Volume 4 (2009): Kalman R1-3 REVIEW Sarah Stroumsa Maimonides in His World: Portrait of a Mediterranean Thinker Princeton, NJ: Princeton University Press, 2009, xx + 222 pp. Reviewed by Jason Kalman, Hebrew Union College – Jewish Institute of Religion In 1997, Collette Sirat asked “Should We Stop Teaching Maimonides?” (in Raphael Jospe, ed., Paradigms in Jewish Philosophy, Madison: Fairleigh Dickinson University Press, 1997) and argued, against the vast majority of her colleagues, that we should. The appearance of two six- hundred page biographies of the great rabbi, doctor, and philosopher [Joel L. Kraemer, Maimonides: The Life and World of One of Civilization's Greatest Minds (New York: Doubleday, 2008) and, Herbert Davidson, Moses Maimonides: The Man and His Works (Oxford: Oxford University Press, 2004)], along with scores of other books and articles on various aspects of his biography and thought suggests that more than a decade later the resounding answer to Sirat’s question remains a very clear “no.” Given the popularity of Maimonides as a subject for contemporary scholarship the real question that needs to be asked is what aspects of the subject remain to be studied and by what methods should they be approached? In Maimonides in His World Sarah Stroumsa lays out her answer to these questions. For Stroumsa, Maimonides is to be understood as a Mediterranean thinker. By this she means both that he, from the perspective of geography, lived his life around the Mediterannean basin and more importantly, was a cultural product of having lived among the intertwined groups who inhabited the region: Maimonides’ cultural Mediterranean encompassed the legacy of other religious communities. -
Leibniz, Mysticism and Religion Archives Internationales D'histoire Des Idees
LEIBNIZ, MYSTICISM AND RELIGION ARCHIVES INTERNATIONALES D'HISTOIRE DES IDEES INTERNATIONAL ARCHIVES OF THE HISTORY OF IDEAS 158 LEIBNIZ, MYSTICISM AND RELIGION edited by ALLISON P. COUDERT, RICHARD H. POPKIN and GORDON M. WEINER Founding Directors: P. Dibon t (Paris) and R.H. Popkin (Washington University, St. Louis & UCLA) Director: Sarah Hutton (The University of Hertfordshire, Uni ted Kingdom) Associate Directors: lE. Force (Lexington); lC. Laursen (Riverside) Editorial Board: J.F. Battail (Paris); F. Duchesneau (Montreal); A. Gabbey (New York); T. Gregory (Rome); J.D. North (Groningen); MJ. Petry (Rotterdam); J. Popkin (Lexington); G.A.J. Rogers (Keele); Th. Verbeek (Utrecht) Advisory Editorial Board: J. Aubin (Paris); B. Copenhaver (Los Angeles); A. Crombie (Oxford); H. Gadamer (Heidelberg); H. Gouhier (Paris); K. Hanada (Hokkaido University); W. Kirsop (Melbourne); P.O. Kristeller (Columbia University); E. Labrousse (Paris); A. Lossky (Los Angeles); J. Malarczyk (Lublin); J. Orcibal (Paris); W. Röd (München); G. Rousseau (Los Angeles); H. Rowen (Rutgers University, NJ.); J.P. Schobinger (Zürich); J. Tans (Groningen) LEIBNIZ, MYSTICISM AND RELIGION Edited by ALLISON P. COUDERT Arizona State University, Tempe, Arizona, U.S.A. RICHARD H. POPKIN University ofCalifornia, Los Angeles, California, U.S.A. and GORDON M. WEINER Arizona State University, Tempe, Arizona, U.s.A. Springer-Science+Business Media, B.V. A C.I.P. Catalogue record for this book is available from the Library of Congress. ISBN 978-90-481-5088-5 ISBN 978-94-015-9052-5 (eBook) DOI 10.1007/978-94-015-9052-5 Printed on acid-free paper All Rights Reserved @1998 Springer Science+Business Media Dordrecht Originally published by Kluwer Academic Publishers in 1998. -
Josef Stern (University of Chicago)
Maimonides Centre for Advanced Studies JEWISH SCEPTICISM Participants David Hume is famous for having combined questions of religion and scepticism. But the dialectic between religion and scepticism goes back to • Blake Dutton (Loyola University Chicago) the ancient sceptics’ critique of the gods and in the Middle Ages it comes to embrace a rich variety of classical epistemological and metaphysical • Andreas Lammer (LMU Munich) questions reconfigured in light of the medieval philosophical/theological • Jennifer Marusic (Brandeis University) context. How can knowledge be acquired—by direct intuition, human reasoning, and/or divine revelation? How is knowledge in metaphysics • Paul Russell (University of British Columwbia/University of Gothenburg) and theology possible? And if it turns out that such knowledge cannot be possessed by us, how should one act: by denying the claims as Academic • Mark Steiner (Hebrew University of Jerusalem) sceptics are said to have argued, by embracing them despite, or because • Josef Stern (University of Chicago) of, their lack of rational justification as fideists recommend, or by simply suspending judgment to free oneself from the conflict between religion • Máté Veres (University of Geneva) and philosophy as Pyrrhonists would have reacted? • Ramona Winter (Humboldt University Berlin) In this workshop, we propose to explore parallels and discrepancies between three of the greatest philosophers in the three faiths to have canvassed Convenors this rich and inadequately studied territory between religion and scepticism leading to • Stephan Schmid (University Of Hamburg) an even wider range of questions from • Josef Stern (University of Chicago) atomism and causation to knowledge and the self: Abū Ḥāmid Muḥammad ibn • Máté Veres (University of Geneva/MCAS) Muḥammad al-Ghazālī (c. -
How Kabbalah Became Part of Modern European Philosophy: IV: Which Blessing Should Be Said on the Reading of Kant? Paul Franks
How Kabbalah became part of Modern European Philosophy: IV: Which Blessing Should be Said on the Reading of Kant? Paul Franks הוא ברוך המקום ברוך! Horowitz לקאנט מחכמתו שנתן ברוך! Breuer 1. Jürgen Habermas, “The German Idealism of the Jewish Philosophers” (1961): It remains astonishing how productively central motifs of the philosophy of German Idealism shaped so essentially by Protestantism can be developed in terms of the experience of the Jewish tradition. Because the legacy of the Kabbalah already flowed into and was absorbed by Idealism, its light seems to refract all the more richly in the spectrum of a spirit in which something of the spirit of Jewish mysticism lives on, in however hidden a way. It was this kind of [Lurianic] “theology” Walter Benjamin had in mind when he remarked that historical materialism would have been able to accept motifs of kabbalistic mysticism without further ado if only it were capable of assuming theology into its service. This reception actually happened with Ernst Bloch. Because Bloch recurs to Schelling, and Schelling had brought from the spirit of Romanticism the heritage of the Kabbalah into the Protestant philosophy of German Idealism, the most Jewish elements of Bloch’s philosophy – if such categories have any meaning at all – are at the same time the authentically German ones. They make a mockery of the attempt to draw such a distinction at all. 2. Two Aspects of Kant’s Transcendental Idealism: a. Constitution Thesis: the human faculty of cognition constitutes the form of the objects of possible human knowledge, so that we can know not only these objects but also their form b. -
Area Conferences
AREA CONFERENCES Economics of Education Munich, 3-4 September 2021 Hybrid Program (in CEST) (preliminary, dated 19 August) Friday, 3 September 2021 10:00 – 10:15 Welcome and Introduction ERIC A. HANUSHEK (Stanford University) and LUDGER WOESSMANN (ifo Institute & LMU Munich) Session 1 – Plenary Session – Ludwig Erhard Room Training and Distinguished CESifo Affiliate Award Candidates Chair: Eric A. Hanushek 10:15 – 10:50 Validating Survey Responses to Training Questions Using Administrative Data (on-site) Nicolai Kristensen, Lars Skipper, JEFFREY A. SMITH (University of Wisconsin, Madison) Discussant: Abhijeet Singh 10:50 – 11:25 The Education-Innovation Gap (on-site) BARBARA BIASI (Yale School of Management) and Song Ma 11:25 – 12:00 When Parents Decide: Gender Differences in Competitiveness (on-site) ALEXANDER L.P. WILLÉN (NHH Norwegian School of Economics) 12:00 – 12:15 Break Session 2 – Plenary Session – Ludwig Erhard Room COVID-19 Chair: Guido Schwerdt 12:15 – 12:50 The Legacy of COVID-19 in Education (on-site) LUDGER WOESSMANN (ifo Institute & LMU Munich) Discussant: Christine Mulhern 12:50 – 13:25 Can Peer Mentoring Improve Online Teaching Effectiveness? (on-site) An RCT During the COVID-19 Pandemic David Hardt, MARKUS NAGLER (University of Erlangen-Nürnberg (FAU)), and Johannes Rincke Discussant: Jeffrey A. Smith 13:25 – 14:00 Gifted Children Programs’ Long-Term Impact: (on-site) Higher Education, Earnings, and the Knowledge-Economy VICTOR LAVY (The Hebrew University of Jerusalem & University of Warwick) and Yoav Goldstein Discussant: Kjell G. Salvanes AREA CONFERENCES 14:00 – 15:00 Break Session 3a – Parallel Session – Ludwig Erhard Room School and Teacher Value-Added Chair: Edwin Leuven 15:00 – 15:35 Credible School Value-Added with Undersubscribed Lotteries (online) Joshua Angrist, PETER HULL (Brown University), Parag Pathak, and Christopher Walters Discussant: Barbara Biasi 15:35 – 16:10 School value-added and long-term student outcomes (on-site) LARS J. -
World Bank Document
WT1S LM5 /07 Living Standards Measurement Study Working Paper No. 107 Public Disclosure Authorized School Quality, Achievement Bias, and Dropout Behavior in Egypt Eric A. Hanushek Victor Lavy Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized LSMS Working Papers No. 33 van der Gaag and Vijverberg, Wage Determinants in Cdte d'lvoire No. 34 Ainsworth and van der Gaag, Guidelinesfor Adapting the LSMS Living Standards Questionnairesto LocalConditions No. 35 Dor and van der Gaag, The Demandfor MedicalCare in DevelopingCountries: Quantity Rationing in Rural Cdte d'Ivoire No. 36 Newman, Labor Market Activity in Cdte d'lvoire and Peru No. 37 Gertler, Locay, Sanderson, Dor, and van der Gaag, Health Care Financing and the Demandfor Medical Care No. 38 Stelcner, Arriagada, and Moock, Wage Determinants and SchoolAttainment among Men in Penu No. 39 Deaton, The Allocation of Goods within the Household:Adults, Children,and Gender No. 40 Strauss, The Effects of Householdand Community Characteristicson the Nutrition of PreschoolChildren: Evidencefrom Rural C6te d'lvoire No. 41 Stelcner, van der Gaag, and Vijverberg, Public-PrivateSector Wage Differentialsin Peru, 1985-86 No. 42 Glewwe, The Distribution of Welfarein Peru in 1985-86 No. 43 Vijverberg, Profitsfrom Self-Employment:A Case Study of C6te d'lvoire No. 44 Deaton and Benjamin, The Living StandardsSurvey and Price Policy Reform:A Study of Cocoaand CoffeeProduction in C6te d'lvoire No. 45 Gertler and van der Gaag, Measuring the Willingness to Payfor Social Services in DevelopingCountries No. 46 Vijverberg, Nonagricultural FamilyEnterprises in C6te d'Ivoire:A DescriptiveAnalysis No. 47 Glewwe and de Tray,The Poorduring Adjustment: A Case Study of Cdte d'Ivoire No. -
Children's Nutrition, School Quality, and Primary School Enrollment in the Philippines Sharon Ghuman* Population Council Sghum
Children’s Nutrition, School Quality, and Primary School Enrollment in the Philippines Sharon Ghuman* Population Council [email protected] Jere R. Behrman University of Pennsylvania [email protected] Socorro Gultiano University of San Carlos-Office of Population Studies [email protected] Elizabeth King World Bank [email protected] March 14, 2006 * Corresponding author; Population Council, One Dag Hammarskjold Plaza, New York, NY 10017; tel 212-339-0689; fax 212-755-6052. This research was supported by a grant from the International Center for the Study of East Asian Development (ICSEAD), Kitakyushu, Japan; R01-TW05604 (“Filipino Early Childhood Development: Longitudinal Analysis”) funded by the National Institutes of Health/Fogarty International Center, National Institute of Child Health and Human Development (NICHD), the Office of Behavioral and Social Science Research, the Global Development Network, the Department of Social Welfare and Development (DSWD) of the Government of the Philippines, and the World Bank Research Advisory Committee, and the Population Council fellowship fund. We thank all these organizations for support for this project. This paper will be presented at the Population Association of American (PAA) Annual Meetings in Los Angeles on 30 March 2006. Children’s Nutrition, School Quality, and Primary School Enrollment in the Philippines Abstract We examine the importance of child health and nutrition, family background and the characteristics of public primary schools and teachers for enrollment in the first grade using longitudinal data on 1,251 school-age children and families, as well as the ECD (early childhood development)-related providers that serve their communities collected from three regions in the Philippines.