Not Just Mere Things

This paper examines Arthur Danto\u27s contention, put forward in The Transfiguration of the Commonplace, that at a certain point in its history art becomes philosophy. The similarities and differences between Danto\u27s view and the Hegelian one from which it is derived are examined. Using Danto\u27s favorite example of a philosophical work of art, Andy Warhol\u27s Brillo Box (1965), it is argued that a more plausible interpretation of the meaning of the work undermines Danto\u27s claims about art\u27s transformation into philosophy

SYMPOSIUM Danto\u27s The Transfiguration of the Commonplace Twenty-Five Years Later

Presented at the 2006 Annual Meeting of the American Society for Aesthetic

Measurements of 12C(→γ,pp) photon asymmetries for Eγ= 200–450 MeV

The 12C (→γ ,pp) reaction has been studied in the photon energy range 200-450 MeV at the Mainz microtron MAMI-C, where linearly polarised photons were energy-tagged using the Glasgow-Mainz Tagged Photon Spectrometer and protons were detected in the Crystal Ball detector. The photon asymmetry Σ has been measured over a wider Eγ range than previous measurements. The strongest asymmetries were found at low missing energies where direct emission of nucleon pairs is expected. Cuts on the difference in azimuthal angles of the two ejected protons increased the magnitude of the observed asymmetries. At low missing energies the Σ data exhibit a strong angular dependence, similar to deuteron photodisintegration

Building blocks for social accountability: a conceptual framework to guide medical schools

Background: This paper presents a conceptual framework developed from empirical evidence, to guide medical schools aspiring towards greater social accountability. Methods: Using a multiple case study approach, seventy-five staff, students, health sector representatives and community members, associated with four medical schools, participated in semi-structured interviews. Two schools were in Australia and two were in the Philippines. These schools were selected because they were aspiring to be socially accountable. Data was collected through on-site visits, field notes and a documentary review. Abductive analysis involved both deductive and inductive iterative theming of the data both within and across cases. Results: The conceptual framework for socially accountable medical education was built from analyzing the internal and external factors influencing the selected medical schools. These factors became the building blocks that might be necessary to assist movement to social accountability. The strongest factor was the demands of the local workforce situation leading to innovative educational programs established with or without government support. The values and professional experiences of leaders, staff and health sector representatives, influenced whether the organizational culture of a school was conducive to social accountability. The wider institutional environment and policies of their universities affected this culture and the resourcing of programs. Membership of a coalition of socially accountable medical schools created a community of learning and legitimized local practice. Communities may not have recognized their own importance but they were fundamental for socially accountable practices. The bedrock of social accountability, that is, the foundation for all building blocks, is shared values and aspirations congruent with social accountability. These values and aspirations are both a philosophical understanding for innovation and a practical application at the health systems and education levels. Conclusions: While many of these building blocks are similar to those conceptualized in social accountability theory, this conceptual framework is informed by what happens in practice - empirical evidence rather than prescriptions. Consequently it is valuable in that it puts some theoretical thinking around everyday practice in specific contexts; addressing a gap in the medical education literature. The building blocks framework includes guidelines for social accountable practice that can be applied at policy, school and individual levels

Materializm antropologiczny Feuerbach

Autor przywołuje poglądy Feuerbacha dotyczące stosunku człowieka do przyrody w związku z toczonymi obecnie dyskusjami na ten temat. Jego zdaniem, Feuerbach przez swoją krytykę teologii i filozofii spekulatywnej utorował drogę wielu myślicielom ku realistycznemu, materialistyczno- naturalistycznemu ujęciu bytu ludzkiego i stosunku człowieka do otaczającego go środowiska naturalnego. Jakkolwiek myśl Feuerbacha odznacza się pewną abstrakcyjnośią i brakiem precyzji, to jednak może ona być źródłem inspiracji do przemyślenia w dzisiejszej perspektywie zasygnalizowanych wyżej problemów.Zadanie pt. „Digitalizacja i udostępnienie w Cyfrowym Repozytorium Uniwersytetu Łódzkiego kolekcji czasopism naukowych wydawanych przez Uniwersytet Łódzki” nr 885/P-DUN/2014 dofinansowane zostało ze środków MNiSW w ramach działalności upowszechniającej naukę

Big ideas for little kids: teaching philosophy through children's literature

Thomas E. Wartenberg.xviii, 172 pages : illustrations ; 24 c

Danto's The Transfiguration of the Commonplace Twenty-Five Years Later

SYMPOSIUM Presented at the 2006 Annual Meeting of the American Society for Aesthetic