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The article summarizes the results of the historical and philosophical research "Collection of ancient stories" (Konjaku monogatari-shū, 1120s). This largest Ja­panese collection of setsuwa tales paints a picture of world history from the era of Buddha to the age of mappō, "Decline of Buddhist Teaching", tracing the milestones in the spread of Buddhism in India, China and Japan. The two most important Buddhist attitudes – the world is impermanent and at the same time each event is embedded into a universal system of cause-and-effect rela­tionships – are reflected not only at the level of the content of an individual story, but also at the level of connecting stories into a holistic narrative. All events have instructive educative? meaning; everyday experience always leads to the same conclusions as the teachings of Buddha. In this experience, a person in­evitably makes some connections – with other people, living and dead, with ani­mals and spirits, gods and buddhas – and these connections involving this person in the cycle of birth and death, if properly understood, provide the basis for liber­ation. The narrator draws a line between a proper and an inappropriate under­standing of what is happening, talking about the "immeasurable" (grief, joy, fear, etc.), and thus allows the readers to find the "measure", kagiri, in their relation to what is happening. The march of time can be understood both as a general move­ment from the best to the worst, and – on small intervals – as a reverse move­ment from grief to happiness, from misunderstanding to understanding. A person is free to choose which events to keep in memory and which to forget; people make this choice whilst instructive storytelling, and setsuwa tradition preserves it.

The debate on the European Enlargement to East and Central Europe and the negotiations with presently thirteen and possibly more countries later, raise a cultural problem at large, briefly summarized by two questions: what do we have in common? And what is the European identity? Practically it raises the problem of what language will we speak? The paper, written by an anthropologist, is based on extensive periods of observation of EU institutional life and several months of participation to the Commission working operations. It intends to clarify the linguistic situation of the EU, considered as a political entity, by making explicit the relations between three articulated layers that are: the realm of an official polity, the world of the institutions, and society at large. Within the general context of EU making, I distinguish the problematic of the official European languages policy, the use of languages that is made by European officials and their impact on policy making, and the delicate shifting from monolingualism to multilingualism in a social context. The EU destiny is to carry together two antagonistic perspectives such as Unity and Diversity, which constitute its motto. Diversity is at the core of the European identity and within the institutional process itself, bringing, in terms of language, interesting issues for improving communication, through translation, interpretation and personal attitudes. Progresses towards the forms of unity that represent the integration policies and the adoption of a single currency do not lead simply to a linguistic unification, nor to the adoption of English as a common vehicular language. European elite (usually trained in English) and people (located in their own multiple languages) do not live identical linguistic situations. What is at stake is the possibility for individuals to manage several languages for being really part of a European space, which does not limit itself to national and regional boundaries.

What might be the outcome for philosophy if its texts were subjected to the powerful techniques of rhetorical close-reading developed by current deconstructionist literary critics? When first published in 1983, Christopher Norris' book was the first to explore such questions in the context of modern analytic and linguistic philosophy, opening up a new and challenging dimension of inter-disciplinary study and creating a fresh and productive dialogue between philosophy and literary theory.

This study determined the factor that affects the level of preparedness in the English language of the College of Education (COED) freshman students majoring in Elementary Education. Eighty (80) students were chosen as the participants of this study. A survey questionnaire was used to explore the students' opinions by considering six factors that may have affected their preparedness in English: Prior knowledge of the second language of learners, students' motivation, learning styles of students, instructional methods of teachers, classroom setting, and school amenities. The findings revealed that the classroom environment and the classroom and school facilities affected their preparedness. Moreover, the teacher's availability of learning materials, teaching method, and student's motivation were also additional factors that affected them. The results imply that the government should do its best to provide these students with facilities and more learning materials. As a result, the English I course teachers should consider all these when teaching English to enhance their preparedness.

I: The Man and His Work -- 1. Life -- 2. General Introduction -- II: Philosophy of Science -- to Part II -- 3. The Idea of Equivalence -- 4. Mathematical Concepts of the Material World -- 5. The Philosophy of Nature -- 6. Science and the Modern World -- 7. The Philosophy of Time -- III: Metaphysics -- 8. Process and Reality -- 9. Prehensions and Societies -- 10. Perception and Bodily Dependency -- 11. Propositions and Judgments -- 12. Causation and Perception -- 13. Religion, Deity and the Order of Nature -- Name Index.

Abstract: This dissertation explores Henriette Delille's educational philosophy that was developed during the antebellum era of New Orleans and her contributions to modern day education. The researcher investigated the pervasive culture of White privilege, which existed and denied the enslaved Black populace access to education. Within the literature, there was a lack of information examining the foundation of Delille's philosophy of education as a free Black woman in antebellum New Orleans. The purpose of this qualitative case study was to explore the factors that influenced Henriette Delille's educational philosophy as well as her contributions to modern day education through the theoretical framework of W. E. B. DuBois' (1903) theory of double consciousness, which included the theoretical constructs of self-consciousness and racial identity. The researcher developed questions that addressed validity, value, and credibility as well as the depth and breadth of the research through the use of descriptive data. Historical and archival data became the voice of Henriette Delille because she is deceased. Major findings included emergent themes of racialization, political manipulation, religious influence, imperialism, and enslavement. The researcher concluded that race, religious influence, and the social strata of antebellum New Orleans guided Henriette Delille's philosophy of education. Implications of this research resulted in policies to address curriculum inequalities, racialization, and inclusive pedagogy. Future research will benefit from the examination of White privilege, disparities in the availability of quality education, and classroom segregation in modern day New Orleans' schools. ; by Charletha D'Lane Powell. ; College of Education and Professional Studies; Department of Educational Research and Administration ; Dissertation (Ed.D.) University of West Florida 2018 ; Includes bibliographical references. ; Also available in print.

Intro -- Contents -- Introduction From Prejudice to Violence -- Prejudice -- Violence -- Porvenir -- 1. Existentialism as Pause and Occasion The Appropriations of el Grupo Hiperión -- Setting a Tone: Joaquín Sánchezmacgrégor and Ricardo Guerra -- Unproblematic Readings -- Macgrégor on Existential Ethics -- Emilio Uranga and Maurice Merleau-ponty -- A Purposeful Reading -- Embodiment and World -- The Emotional Self -- Lessons -- Luis Villoro on Situational Existence -- Die Grundfrage -- The Situation -- Imitation or Limitation? -- Philosophy in Suspicion: Villoro's Gaos -- Jorge Portilla's Reading of Nausea -- The Novel -- Contingency -- Portilla's "Nostalgia for God" -- Reading Beyond -- Conclusion -- 2. Denying the Postmodern Jorge Portilla on Reason, Unreason, and the Freedom of Limits -- The Violence of Reading, Again -- Rereading Relajo -- Postmodern Premonitions -- Religion and Philosophy -- On Thomas Mann, or Portilla's Will to Reason -- Disgusting Mann -- The Value of Instrumental Reason -- Religious Existentialism,or the Postmodern Denial -- Conclusion -- 3. The Passion Dialectic On Rootedness, Fervors, and Appropriations -- Zozobra -- Philosophy and the Imperial Passion -- A Philosophy of Uneasiness -- The Imperial Passion -- The Passion That Refuses Itself -- Subaltern Fervor -- From Hesitation to Contradiction -- Embracing the Oscillation from Zea to Derrida -- Conclusion -- 4. The Mexican/American Challenge to Philosophy Uranga and Dewey -- Heidegger and Beyond -- Martin Heidegger -- And Beyond -- José Gaos's Translation Ofdewey's Experience and Nature -- "The Philosophy of Contingency" -- Experience and Nature -- Back to Philosophy -- Conclusion: Handsome Does -- 5. Philosophy sin más?: Notes on the Value of Mexican Philosophy for Latino/a Life -- Lessons -- Toward a Phenomenology of the Latino/a Experience.

Preface: What does an expert look like? -- 1. Expertise and Its Discontents -- 2. English and Ancient Roots -- 3. Expertise from the Middle Ages to the 20th Century -- 4. A Brief History of Expertise Studies -- 5. Epistemic Placement and Expert Testimony -- 6. Expert Authority -- 7. The Easy Recognition Problem for Expertise -- Bibliography -- Index.