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This article examines the philosophical, social and cultural roots of touch exhibitions in British museums during the Twentieth Century. The theory and practice of these exhibitions was influenced more by cultural tradition, and political and social guidance, than by the needs of the majority of people with disabilities of sight. In particular, a theory of the use of touch was derived from pedagogies developed in schools for the blind, which were themselves influenced by a philosophy of enlightenment from the seventeenth and eighteenth centuries. This pedagogical and theoretical approach does not serve people with disabilities of sight well. The study concludes that touch should only be used as one of a number of multimodal approaches to museum access, and people with disabilities of sight should be considered according to their individual needs.Keywords: blindness, disabilities of sight, touch, tactile, museums, galleries, exhibitions, access, enlightenment, philosophy, schools for the blind, pedagogy

Philosophical Readings, ISSN 2036-4989, features articles, discussions, translations, reviews, and bibliographical information on all philosophical disciplines. Philosophical Readings is an Open Access journal devoted to the promotion of competent and definitive contributions to philosophical knowledge. Not associated with any school or group, not the organ of any association or institution, it is interested in persistent and resolute inquiries into root questions, regardless of the writer's affiliation. The journal welcomes also works that fall into various disciplines: religion, history, literature, law, political science, computer science, economics, and empirical sciences that deal with philosophical problems. Philosophical Readings uses a policy of blind review by at least two consultants to evaluate articles accepted for serious consideration. Philosophical Readingspromotes special issues on particular topics of special relevance in the philosophical debates.

Philosophical Readings, ISSN 2036-4989, features articles, discussions, translations, reviews, and bibliographical information on all philosophical disciplines. Philosophical Readings is an Open Access journal devoted to the promotion of competent and definitive contributions to philosophical knowledge. Not associated with any school or group, not the organ of any association or institution, it is interested in persistent and resolute inquiries into root questions, regardless of the writer's affiliation. The journal welcomes also works that fall into various disciplines: religion, history, literature, law, political science, computer science, economics, and empirical sciences that deal with philosophical problems. Philosophical Readings uses a policy of blind review by at least two consultants to evaluate articles accepted for serious consideration. Philosophical Readingspromotes special issues on particular topics of special relevance in the philosophical debates.

Philosophical Readings, ISSN 2036-4989, features articles, discussions, translations, reviews, and bibliographical information on all philosophical disciplines. Philosophical Readings is an Open Access journal devoted to the promotion of competent and definitive contributions to philosophical knowledge. Not associated with any school or group, not the organ of any association or institution, it is interested in persistent and resolute inquiries into root questions, regardless of the writer's affiliation. The journal welcomes also works that fall into various disciplines: religion, history, literature, law, political science, computer science, economics, and empirical sciences that deal with philosophical problems. Philosophical Readings uses a policy of blind review by at least two consultants to evaluate articles accepted for serious consideration. Philosophical Readingspromotes special issues on particular topics of special relevance in the philosophical debates.

Philosophical Readings, ISSN 2036-4989, features articles, discussions, translations, reviews, and bibliographical information on all philosophical disciplines. Philosophical Readings is an Open Access journal devoted to the promotion of competent and definitive contributions to philosophical knowledge. Not associated with any school or group, not the organ of any association or institution, it is interested in persistent and resolute inquiries into root questions, regardless of the writer's affiliation. The journal welcomes also works that fall into various disciplines: religion, history, literature, law, political science, computer science, economics, and empirical sciences that deal with philosophical problems. Philosophical Readings uses a policy of blind review by at least two consultants to evaluate articles accepted for serious consideration. Philosophical Readingspromotes special issues on particular topics of special relevance in the philosophical debates.

Philosophical Readings, ISSN 2036-4989, features articles, discussions, translations, reviews, and bibliographical information on all philosophical disciplines. Philosophical Readings is an Open Access journal devoted to the promotion of competent and definitive contributions to philosophical knowledge. Not associated with any school or group, not the organ of any association or institution, it is interested in persistent and resolute inquiries into root questions, regardless of the writer's affiliation. The journal welcomes also works that fall into various disciplines: religion, history, literature, law, political science, computer science, economics, and empirical sciences that deal with philosophical problems. Philosophical Readings uses a policy of blind review by at least two consultants to evaluate articles accepted for serious consideration. Philosophical Readingspromotes special issues on particular topics of special relevance in the philosophical debates.

Teaching philosophy statements clarify why we do what we do in the classroom, and the process of drafting a philosophy offers an opportunity for developmental reflection. Personal teaching philosophies can be grounded in the shared foundation of historical educational philosophies. The authors offer here for facilitators a reflective card-sort exercise that helps surface the philosophical roots of personal teaching philosophies and helps teachers create or renew a teaching philosophy statement. They explain the exercise activities and typical outcomes based on their experiences facilitating the exercise. The authors conclude with insights and considerations for facilitators.

Intro -- Roots in the Air: A Philosophical Autobiography of a Philosopher, Artist, and Musician -- Copyright -- Dedication -- Contents -- Acknowledgments -- Introduction -- Part 1: My Journey -- 1 My Early Years: Geneva, New York, Cleveland -- 2 Music and My Jewish Question -- 3 Rutgers, London School of Economics, Indiana, Toronto, and Oxford -- 4 Bryn Mawr, Philadelphia, Oxford Again, and Other Places -- 5 My Epiphany and Art -- 6 My Music Again -- 7 My India -- 8 Trajectories and Transitions -- Part 2: Philosophical Reflections -- 9 Relativisms -- 10 Interpretation -- 11 Creativity -- 12 Self-Realization -- Roots in the Air: A Postscript -- Appendix A: Chronology -- Appendix B: Select Bibliography of Michael Krausz -- Appendix C: For Further Reading -- Bibliography -- Name Index -- Subject Index.

Purpose of the article is to reconstruct the legal sources of Christian anthropology. Theoretical basis. The methodological basis of the article is the understanding of the fundamental foundations of Christian anthropology in the context of Roman legal understanding. Originality. From the point of view of the Christian religion, man is a dual being: his body is part of the material world, but his soul is not from this world, he is born directly from God. The transcendent origin of the soul gives it the right to communicate with God, but this right can be realized only with the help of the Church, which is seen as the "bride of the Lamb" and the mystical "body of Christ". Interpretations of the essence of church organization correlate with the principles of organization of the Roman community. The principle of universal priesthood correlates with the idea of "post-Tarquinian democracy", recognizing the people of Rome as the supreme bearer of the empire of Jupiter; catholicity – with the idea of the senate as a meeting of the most deserving leaders of the community; apostolic succession – with the institution of republican magistrates, who even though received their power from the community, but through "consultations with the gods" (auspices). In essence, Christian dogmatism is Roman law applied to the Middle Eastern religion; the Bible was interpreted as a legal document, and theologians acted as lawyers. Conclusions. In the ancient Churches (Catholic, Orthodox, Armenian, Coptic, etc.) the ideal of Roman law was realized as the right of impersonal law, standing outside and above the individual. The latter has no ontological value, it is a "servant of God", but the union of men into the mystical "body of Christ" makes the latter empowered to represent God on earth and to act on his behalf. The Renaissance paved the way for the Reformation, in which a powerful "Greek" ("philosophical") lobby declared itself. Despite the fact that many leaders of the Reformation had a personal dislike for philosophy, they were spontaneous philosophers, believing themselves entitled to interpret the will of God independently, regardless of the authority of the councils. They were strict rationalists who only changed the object of their reason: if the ancient Greeks tried to comprehend the world rationally, the Protestants set themselves the goal of rationally comprehending the Book. Ultimately, the main question of Christian theology is the question of man's attitude to God, and the differences between the anthropological systems within Christianity are the options for answering this question.

Teaching philosophy statements clarify why we do what we do in the classroom, and the process of drafting a philosophy offers an opportunity for developmental reflection. Personal teaching philosophies can be grounded in the shared foundation of historical educational philosophies. The authors offer here for facilitators a reflective card-sort exercise that helps surface the philosophical roots of personal teaching philosophies and helps teachers create or renew a teaching philosophy statement. They explain the exercise activities and typical outcomes based on their experiences facilitating the exercise. The authors conclude with insights and considerations for facilitators.

AbstractBrouwer's intuitionistic program was an intriguing attempt to reform the foundations of mathematics that eventually did not prevail. The current paper offers a new perspective on the scientific community's lack of reception to Brouwer's intuitionism by considering it in light of Michael Friedman's model of parallel transitions in philosophy and science, specifically focusing on Friedman's story of Einstein's theory of relativity. Such a juxtaposition raises onto the surface the differences between Brouwer's and Einstein's stories and suggests that contrary to Einstein's story, the philosophical roots of Brouwer's intuitionism cannot be traced to any previously established philosophical traditions. The paper concludes by showing how the intuitionistic inclinations of Hermann Weyl and Abraham Fraenkel serve as telling cases of how individuals are involved in setting in motion, adopting, and resisting framework transitions during periods of disagreement within a discipline.

Joseph Raz addresses one of the most basic philosophical questions: how to explain normativity in its many guises. His value-based account is brought to bear on many aspects of the lives of rational beings and their agency, such as their ability to maintain relationships, and to live their lives as social beings with a sense of their identity.

Some definitions of autonomy are offered, emphasizing that examples are essential to any such definition; & the notion of the "exemplary situation" as a connection between modes of production & systems of ideas is outlined. The tradition of autonomy, which began with the Greek philosophers & later developed into an emphasis on individual autonomy in the sixteenth & seventeenth centuries, is traced. Problems arising from this view of autonomy in relation to inequality & exploitation are examined, & ways in which Karl Marx sought to deal with these problems by developing an alternative conception of autonomy described. 1 Table, 12 References. B. Annesser Murray