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A discussion of pacifism 'to clarify some theoretical problems in sociol as well as in pacifist ideologies & to point out some hyp's_that might not only be validated theoretically or ideologically but also possibly be tested empirically.' Conflict is defined as value disagreement, which must be distinguished from cognitive disagreement. There is a distinction between instrumental & expressive behavior in conflict situations. The former has the function of contributing to conflict resolution, while the latter serves the function of tension release from the latent intensity. The problem becomes: 'how can the expressive needs be taken care of in a conflict with minimal instrumental costs?' The following expressive equivalents of violence are seen: (1) aggression may be directed against more abstract entities, eg, soc structures, rather than against the individual antagonist, (2) 'some expressive outlet will be gained from the mere feeling of offering resistance of putting up a fight,' & (3) 'it may be that the kind of non-violent behavior indicated is not only compatible with, but directly an expression of, some deeper, latent urges that we do not know.' A structural-functional analysis of conflict-relevant behavior is undertaken. The following 3 techniques for the prevention of manifest conflicts are discussed: creation of a network of primary relations between groups, creation of mutual interdependencies, & creation of authority in a supersystem. Gandhi's methods of preventing the aggravation of conflicts are noted: sticking to the initial aim, showing confidence in the adversary, understanding the opponent's point of view, & fighting the antagonism, not the antagonist. 5 aspects of non-violent actions instrumental to accepted solutions are considered: conflict resolution as soc control, systematic norm infraction, emptying of statuses, suffering, & conflict behavior as anticipatory conflict resolution. Some res topics relevant to the nrohlems discussed are suneested. I. Taviss.

This open access book – as the title suggests – explores some of the historical roots and epistemological ramifications of perspectivism. Perspectivism has recently emerged in philosophy of science as an interesting new position in the debate between scientific realism and anti-realism. But there is a lot more to perspectivism than discussions in philosophy of science so far have suggested. Perspectivism is a much broader view that emphasizes how our knowledge (in particular our scientific knowledge of nature) is situated; it is always from a human vantage point (as opposed to some Nagelian "view from nowhere"). This edited collection brings together a diverse team of established and early career scholars across a variety of fields (from the history of philosophy to epistemology and philosophy of science). The resulting nine essays trace some of the seminal ideas of perspectivism back to Kant, Nietzsche, the American Pragmatists, and Putnam, while the second part of the book tackles issues concerning the relation between perspectivism, relativism, and standpoint theories, and the implications of perspectivism for epistemological debates about veritism, epistemic normativity and the foundations of human knowledge.

This open access book – as the title suggests – explores some of the historical roots and epistemological ramifications of perspectivism. Perspectivism has recently emerged in philosophy of science as an interesting new position in the debate between scientific realism and anti-realism. But there is a lot more to perspectivism than discussions in philosophy of science so far have suggested. Perspectivism is a much broader view that emphasizes how our knowledge (in particular our scientific knowledge of nature) is situated; it is always from a human vantage point (as opposed to some Nagelian "view from nowhere"). This edited collection brings together a diverse team of established and early career scholars across a variety of fields (from the history of philosophy to epistemology and philosophy of science). The resulting nine essays trace some of the seminal ideas of perspectivism back to Kant, Nietzsche, the American Pragmatists, and Putnam, while the second part of the book tackles issues concerning the relation between perspectivism, relativism, and standpoint theories, and the implications of perspectivism for epistemological debates about veritism, epistemic normativity and the foundations of human knowledge.

The paper proposes a presentation of a pedagogical methodology for the understanding of place and site in contemporary network conditions. A number of seminar sessions were held on London, to introduce the city to fifth year Architectural students enrolled in a course entitled "Territories of the Contemporary City", that took place at the Paris - Malaquais School of Architecture in 2001. As an instrument, the material was prepared on CD-ROM, allowing consultation away from the classroom. It consists of three distinct parts that introduce the current condition of the city, the tools of reference (cartography, imagery, legislation), discusses key initiatives and proposals, while opening the potential links between the different elements of the study. Chronologically, the first part is ludic in character allowing sequential and aleatory navigation, the second is a collaborative case study around a report produced by a partner University (UNL), while the final part presents the documents which constitute the substrate for urban regeneration activity in the United Kingdom. They are exemplified by projects on the Waterfront of Liverpool, in Manchester and the Thames Gateway London, described as " Europe's largest and most ambitious regeneration initiative. Extending from Tower Bridge eastwards to Thurrock and Bexley, the area has a powerful strategic location offering outstanding development opportunities for new jobs and homes, as well as environmental improvements" (Thames Gateway London Partnership presentation). The English texts are summarised in French and appear in distinct windows or screens, allowing annotation from discussion and persisting between the parts as an aide-memoir. The work has as an objective to identify the relevant systems and phenomena involved in urban practices, whether of a professional nature, or belonging to the urban experience. At the same time, at stake is understanding how respectively complex systems exemplified by the potential of networks, may be at once consistent and coherent, as well as defining their relationships (transformations, pluralism, proximity, simultaneity, autonomy, dependencies, associations.)

A discussion of the relatively new field of American Political Development (APD) focuses on whether APD has been hurt by its purposeful avoidance of methodology. The origins of APD are traced from its diverse foundations in European social theory, comparative historical methods, traditional political history, & behavioralist political science. Three seminal works in APD are critically reviewed in light of their methodological contribution: Stephen Skowronek's founding text, Building a New American State (1982), Richard Bensel's Yankee Leviathan (1990), & Rogers M. Smith's, Civic Ideals (1997). The importance to APD of methodological self-awareness in relation to questions of conceptualization & research design is discussed, along with the critical need for concepts to respond to the criteria of resonance, operationalization, & analytic utility. It is argued that APD's contradictory impulse, varied intellectual ambitions, & wide range of substantive & theoretical goals have led to laxness in the formation of concepts, propositions, & research design. It is concluded that APD must expand spatially & temporally by incorporating additional country cases & longer periods of time respectively. J. Lindroth

There appears to be an irresolvable disagreement between "progressives" and "conservatives" regarding the ultimate aims of education. This paper argues that the dispute is irresolvable as it currently stands because the traditional progressive/conservative dichotomies are false and based on distorted half-truths. The current impasse is due to the fact that educationalists and philosophers alike have hitherto misunderstood the fundamental purpose of educational activities. The central claim of this paper is that a biological perspective on education allows one to see past the traditional dichotomies and affords a coherent rationale for a set of curricular priorities by providing the framework necessary to draw principled distinctions between education, training, indoctrination, and enculturation, all without having to draw on contentious politico-ideological commitments.

Kant's anthropological works represent a very different side of his philosophy, one that stands in sharp contrast to the critical philosophy of the three Critiques. For the most part, Kantian anthropology is an empirical, popular, and, above all, pragmatic enterprise. After tracing its origins both within his own writings and within Enlightenment culture, the Element turns next to an analysis of the structure and several key themes of Kantian anthropology, followed by a discussion of two longstanding contested features - viz., moral anthropology and transcendental anthropology. The Element concludes with a defense of the value and importance of Kantian anthropology, along with replies to a variety of criticisms that have been levelled at it over the years. Kantian anthropology, the author argues, is 'the eye of true philosophy'.