History As Transcendence: What Leo Strauss Does Not Understand About Edmund Burke Claes G
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USDA Igniting Research for Outdoor Recreation: Linking Science, Policy
United States Department of Agriculture Igniting Research for Outdoor Recreation: Linking Science, Policy, and Action NITIATIVE I ISM R OU T & EATION R EC R Forest Pacific Northwest General Technical Report April D E E R Research Station PNW-GTR-987 2020 P Service A U R T LT MENT OF AGRICU In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, religion, sex, gender identity (including gender expression), sexual orientation, disability, age, marital status, family/parental status, income derived from a public assistance program, political beliefs, or reprisal or retaliation for prior civil rights activity, in any program or activity conducted or funded by USDA (not all bases apply to all programs). Remedies and complaint filing deadlines vary by program or incident. Persons with disabilities who require alternative means of communication for program information (e.g., Braille, large print, audiotape, American Sign Language, etc.) should contact the responsible Agency or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English. To file a program discrimination complaint, complete the USDA Program Discrimination Complaint Form, AD-3027, found online at http://www.ascr.usda.gov/complaint_filing_cust.html and at any USDA office or write a letter addressed to USDA and provide in the letter all of the information requested in the form. -
Sport: a Theory of Adjudication
SPORT: A THEORY OF ADJUDICATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Bogdan Ciomaga, M.A. The Ohio State University 2007 Dissertation Committee: Approved by Professor William Morgan, Adviser Professor Donald Hubin ________________________ Adviser Professor Sarah Fields Graduate Program in Education Copyright by Bogdan Ciomaga 2007 ABSTRACT The main issue discussed in this work is the nature and structure of the process of adjudication, that is, the process by which referees make decisions in sport that possess normative import and force. The current dominant theory of adjudication in sport philosophy is interpretivism, which argues that adjudication is not primarily a matter of mechanically applying the rules of the game, but rather of applying rational principles that put the game in its best light. Most interpretivists are also realists, which means that they hold that the normative standing of adjudicative principles is independent of the beliefs and/or arguments of individuals or communities. A closer look at certain examples of sports and referees decisions supports a different approach to adjudication, called conventionalism, which claims that besides the rules of the game, referees are bound to follow certain conventions established by the athletic community. This conclusion is supported, among other things, by considerations concerning the nature of sport, and especially considerations that take into account the mutual beliefs held by the participants in the game. By following Marmor’s argument that conventions are best seen not as solutions to coordination problems but as constitutive features of autonomous practices like sport, I argue that a conventionalist theory of adjudication in sport has more explanatory force than interpretivist theories. -
On the Possibilities of Contemporary Figurative Sculpture
Dialectics of the hero: representing subjectivities -On the Possibilities of Contemporary Figurative Sculpture- A dissertation submitted by João Miguel Correia Gonçalves In partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of Art Goldsmiths, University of London, September 2015 I hereby declare that this thesis is my own work and effort 1 Acknowledgments I would like to offer a huge thanks to my supervisors, Professor Andrea Phillips and Dr. John Chilver for all the generous support and time offered throughout the developing of this project. I also thank FCT, the Portuguese public funding agency for the support provided for this academic research and generously funded the project. Furthermore, I need to acknowledge the contribution of Rui Marcelino and Remigijus Raisys who have helped me to translate sculptural ideas into an interactive computing system for the practical component of the thesis. Finally, I owe a word of gratitude to my mother, Maria Magnífica Correia Vieira Gonçalves, for her infinite love, kindness and support during my time at Goldsmiths, University of London. 2 Abstract This thesis sets out to critically reposition contemporary figurative sculpture through a re- articulation of the hero. It starts by identifying the removal of the human figure in minimal art and with notions of objectivity, repetition and indifference. Here I argue against Donald Judd, Robert Morris and Rosalind E. Krauss, by claiming that there is a necessity to reflect upon the sculptural object and the subject beyond that which is produced by the principles outlined by these artists and critics. Working through readings of Judith Butler, Alain Badiou, Hannah Arendt, Bernard Stiegler, Jacques Lacan and others, the argument establishes the contingency and polemics of the term hero, the way it pertains to the introduction of the new and how it coalesces action and narrative with constant negotiation. -
Like a Pendulum in Time, the History of the Human Conception of Justice Has
Rugeles: What is Justice? Rugeles 1 What is Justice? An Investigation of Leo Strauss’s Natural Right Proposition Laura Marino Rugeles, Vancouver Island University (Editor’s note: The Agora editorial committee has awarded Laura Marino Rugeles the Kendall North Award for the best essay in the 2010 issue Agora.) of the The main concern of this essay is Leo Strauss’s presentation of the idea of justice in Natural Right and History. Although Strauss’s project appears to have the character of a historical account rather than a straightforward argumentative work about justice, it is reasonable to presume that the form of his historical reconstruction contains an argument in itself. Stewart Umphrey has said that “Strauss does not say what justice is, nor does he preach justice or cry out for spiritual renewal” (32). Instead, Strauss’s suggested argument is a “carefully considered hypothesis couched in further questions-like Socrates’ hypothesis that virtue is knowledge-and hypotheses of this kind are doctrines in a sense; they tell us where to keep looking” (Umphrey 33). I believe this claim to be fundamentally correct. In fact, Strauss’s work leaves us with projects of investigation that are pivotal to the question of justice. These projects will reveal themselves after a critical examination of Strauss’ historical account. Justice is an idea that each person can understand but hardly all can agree on. In fact, “the disagreement regarding the principles of justice... seems to reveal genuine perplexity aroused by a divination or insufficient grasp of natural right” (Strauss 100). That is indeed one of the most stubborn problems in human history. -
View of Race and Culture, Winter, 1957
71-27,438 BOSTICK, Herman Franklin, 1929- THE INTRODUCTION OF AFRO-FRENCH LITERATURE AND CULTURE IN THE AMERICAN SECONDARY SCHOOL . CURRICULUM: A TEACHER'S GUIDE. I The Ohio State University, Ph.D., 1971 Education, curriculum development. I i ( University Microfilms, A XEROKCompany, Ann Arbor, Michigan ©Copyright by Herman Franklin Bostick 1971 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED THE INTRODUCTION OF AFRO-FRENCH LITERATURE AND CULTURE IN THE AMERICAN SECONDARY SCHOOL CURRICULUM; A TEACHER'S GUIDE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Herman Franklin Bostick, B.A., M.A. The Ohio State University Approved by College of Education DEDICATION To the memory of my mother, Mrs. Leola Brown Bostick who, from my earliest introduction to formal study to the time of her death, was a constant source of encouragement and assistance; and who instilled in me the faith to persevere in the face of seemingly insurmountable obstacles, I solemnly dedicate this volume. H.F.B. 11 ACKNOWLEDGEMENTS To list all of the people who contributed in no small measure to the completion of this study would be impossible in the limited space generally reserved to acknowledgements in studies of this kind. Therefore, I shall have to be content with expressing to this nameless host my deepest appreciation. However, there are a few who went beyond the "call of duty" in their assistance and encouragement, not only in the preparation of this dissertation but throughout my years of study toward the Doctor of Philosophy Degree, whose names deserve to be mentioned here and to whom a special tribute of thanks must be paid. -
An Introduction to Philosophy
An Introduction to Philosophy W. Russ Payne Bellevue College Copyright (cc by nc 4.0) 2015 W. Russ Payne Permission is granted to copy, distribute and/or modify this document with attribution under the terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/ 1 Contents Introduction ………………………………………………. 3 Chapter 1: What Philosophy Is ………………………….. 5 Chapter 2: How to do Philosophy ………………….……. 11 Chapter 3: Ancient Philosophy ………………….………. 23 Chapter 4: Rationalism ………….………………….……. 38 Chapter 5: Empiricism …………………………………… 50 Chapter 6: Philosophy of Science ………………….…..… 58 Chapter 7: Philosophy of Mind …………………….……. 72 Chapter 8: Love and Happiness …………………….……. 79 Chapter 9: Meta Ethics …………………………………… 94 Chapter 10: Right Action ……………………...…………. 108 Chapter 11: Social Justice …………………………...…… 120 2 Introduction The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, my goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of right action in the third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so. -
Overview the Varieties of Conventionalism
Cambridge University Press 0521826195 - Conventionalism Yemima Ben-Menahem Excerpt More information 1 Overview The Varieties of Conventionalism This book recounts the hitherto untold story of conventionalism. The profound impact conventionalism has had on seminal developments in both the science and the philosophy of the twentieth century is revealed through analysis of the writings of Poincar´e,Duhem, Carnap, Wittgen- stein, and Quine on the subject, and by examining the debate over con- ventionalism in the context of the theory of relativity and the foundations of mathematics. I trace the evolution of conventionalism from Poincar´e’s modest but precise initial conception through a number of extravagant extrapolations, all of which, I show, eventually collapsed under the weight of the problems they generated. My focus, however, is not history but anal- ysis. The literature is replete with ambiguity as to what the meaning of ‘convention’ is, misunderstandings about the aims of conventionalism, and conflation of conventionalism with other philosophical positions, such as instrumentalism and relativism. The most serious confusion per- tains to the notion of truth by convention typically associated with conven- tionalism. A central theme of this book is that conventionalism does not purport to base truth on convention, but rather, seeks to forestall the conflation of truth and convention. Much of twentieth-century philosophy was characterized by engage- ment in determining the limits of meaning and countering the tendency to ascribe meaning to meaningless expressions. Conventionalism, cor- rectly understood, is motivated by a desire to mitigate deceptive ascription of truth. To the conventionalist, the very idea of truth by convention is as incongruous as that of meaningful nonsense. -
Symbiosis. Jeri Allison East Tennessee State University
East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 8-2008 Symbiosis. Jeri Allison East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Art Practice Commons, and the Fine Arts Commons Recommended Citation Allison, Jeri, "Symbiosis." (2008). Electronic Theses and Dissertations. Paper 1946. https://dc.etsu.edu/etd/1946 This Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Symbiosis ____________________ A thesis presented to the faculty of the Department of Art and Design East Tennessee State University In partial fulfillment of the requirements for the degree Master of Fine Arts in Studio Art ____________________ by Jeri Allison August 2008 ____________________ Anita DeAngelis, Chair Catherine Murray David Dixon keywords: elephant, drawing, anthropomorphism, chakra, charcoal, symbiosis ABSTRACT Symbiosis by Jeri Allison The artist discusses her Master of Fine Arts exhibition, Symbiosis, hosted by the Natural History Museum in Gray, Tennessee, from May 1st, through August 1st 2008. The exhibit includes works produced during the artist’s three years of study at East Tennessee State University. The subject of the exhibition consists of drawings of the elephant’s place in history through its relationship with humans. Topics explored include the elephant as victim, servant, god, prey, and ultimately as teacher. Discussion will also include artistic influences such as Sue Coe, Deborah Butterfield, Franz Marc, and Frank Noelker as well as theoretical influences by Carl G. -
Poincare Conventions Relations
Conventions and Relations in Poincaré’s Philosophy of Science ∗∗∗ Stathis Psillos Dept of Philosophy and History of Science University of Athens, Greece & Rotman Institute of Philosophy & Dept of Philosophy, University of Western Ontario, Canada e-mail: [email protected] 1. Introduction Henri Poincare’s La Science et l’ Hypothése was translated into English in 1905. One of the first reviews—published already in 1905—was by Bertrand Russell. After praising Poincaré for his “power of co-ordinating the whole domain of mathematics and physics in a single system of ideas” (1905, 412), Russell—in this short by pointed review—put forward the two main interpretations of Poincaré’s thought that subsequently became standard. Poincaré was a conventionalist and a structuralist. According to Russell, Poincaré argued that geometry is wholly conventional and that the principles of mechanics are definitions. He rather quickly dismissed this view by taking the line that conventions are merely hypotheses which have been willingly withdrawn from empirical testing and claimed that they were not really necessary qua a different epistemic category. 1 Interestingly, he spent more time explaining that for Poincaré “science teaches us, not about things in themselves, but about their relations” (1905, 412). As Russell understood Poincaré’s main thesis, “if a really exists, a statement about a has no meaning unless it asserts a relation to a b which also really exists” (1905, 417). His prime disagreement with Poincaré was that he took that statements about qualities of real things are not devoid of meaning but simply unknowable. But apart from that, Russell endorsed this relationist reading of Poincaré and made two important points. -
2014 Flying Horse Outdoor Sculpture Exhibit
2014 Flying Horse Outdoor Sculpture Exhibit Pingree September 1 – November 23 Welcome to Pingree School and our fifth annual Flying Horse Outdoor Sculpture Exhibit Our exhibition’s title comes from the home Mr. and Mrs. Sumner Pingree established on this property in 1931. Their Flying Horse Farm was named in honor of the flagship of the shipping fleet owned by Mary Weld Pingree’s father. Shortly after the Pingrees gave their land for the establishment of Pingree School, the institution adopted the Pegasus, the flying horse of Greek mytholgy, as its mascot. Each year, I look forward to the opening of this event. Our open vistas, hedge garden, pond, and entry drive all provide perfect backdrops for art and slow contemplation. Since art has always been an integral part of a Pingree education, it is fitting that we are a setting for such an exhibit. Indeed, all of our students engage in fine and performing arts classes and thereby experience how art expands their minds, brings joy, and affords them a deeper, more nuanced understanding of the world around them. This annual exhibition is a reminder of all that art brings to our lives. This year’s show, which includes more than 40 works by New England artists, is extra special because we open our new arts and athletics facilities in coordination with the exhibition. I invite you to take your time and look closely as you walk around our new and established facilities, enjoy the many different styles of sculpture, view the works and landscape from different perspectives, and watch how the light plays on surfaces and materials. -
Of Paul Robeson 53
J. Karp: The “Hassidic Chant” of Paul Robeson 53 Performing Black-Jewish Symbiosis: The “Hassidic Chant” of Paul Robeson JONATHAN KARP* On May 9, 1958, the African American singer and political activist Paul Robeson (1898–1976) performed “The Hassidic [sic] Chant of Levi Isaac,” along with a host of spirituals and folk songs, before a devoted assembly of his fans at Carnegie Hall. The “Hassidic Chant,” as Robeson entitled it, is a version of the Kaddish (Memorial Prayer) attributed to the Hasidic rebbe (master), Levi Yitzhak of Berditchev (1740–1810), a piece also known as the “Din Toyre mit Got” (“The Lawsuit with God”). According to tradition, Levi Yizhak had composed the song spontaneously on a Rosh Hashanah as he contemplated the steadfast faith of his people in the face of their ceaseless suffering. He is said to have stood in the synagogue before the open ark where the Torah scrolls reside and issued his complaint directly to God: a gut morgn dir, riboynoy shel oylem; ikh, levi yitzhak ben sarah mi-barditchev, bin gekumen tzu dir mit a din toyre fun dayn folk yisroel. vos host-tu tzu dayn folk yisroel; un vos hos-tu zich ongezetst oyf dayn folk yisroel? A good day to Thee, Lord of the Universe! I, Levi Yitzhak, son of Sarah, from Berditchev, Bring against you a lawsuit on behalf of your People, Israel. What do you have against your People, Israel? Why have your so oppressed your People, Israel?1 After this questioning of divine justice, Levi Yitzhak proceeded to chant the Kaddish in attestation to God’s sovereignty and supremacy. -
What Is Conventionalism About Moral Rights and Duties?
Katharina Nieswandt What Is Conventionalism about Moral Rights and Duties? Abstract A powerful objection against moral conventionalism says that it gives the wrong reasons for individual rights and duties. The reason why I must not break my promise to you, for example, should lie in the damage to you—rather than to the practice of promising or to all other participants in that practice. Common targets of this objection include the theories of Hobbes, Gauthier, Hooker, Binmore, and Rawls. I argue that: (1) The conventionalism of these theories is superfi- cial. (2) Genuinely conventionalist theories are not vulnerable to the ob- jection. (3) Genuine moral conventionalism is independently plausible. Key Words practice view • promises • rule-consequentialism • contractarianism • John Rawls • G.E.M. Anscombe Publication & Download Australasian Journal of Philosophy http://dx.doi.org/10.1080/00048402.2018.1425306 Acknowledgements I am deeply indebted to Ulf Hlobil for multiple readings of this paper in its various stages. I am furthermore grateful to editor Stephen Hetherington and three anonymous reviewers, whose feedback greatly improved the final version. For additional feedback, I'd like to thank participants at multiple work- shops; in particular Oded Na’aman, Jorah Dannenberg, Nico Cornell, and Michael Goodhart. Final Draft, January 2018 Nieswandt, What Is Conventionalism about Moral Rights and Duties? 1 Introduction ‘Conventionalist’ or ‘practice views’ of morality are a large and diverse group. Contractarians (Hobbes or Gauthier), rule-consequentialists (Hooker), Neo-Aristotelians (Anscombe or Foot), evolutionary ethicists (Binmore), and Rawls are commonly regarded as conventionalists; many treatments also include Hume (e.g. Kolodny and Wallace [2003: sec.