Original Language Text Research Articles

Mnemonic Encounters: The Construction and Persistence of International “History Wars” and the Case of Japan–South Korea Relations

Abstract Why does contentious history play such an outsized role in some international relationships? Why do these “history wars” endure, overriding incentives to reconcile? Despite their demonstrable importance, history wars have generally been neglected by conventional conflict and security literature; and, while scholarship concerning the international politics of memory has expanded significantly, overarching frameworks addressing these questions remain underdeveloped. In this article, drawing on theories of memory politics, relational identity and ontological security, I analyze history wars as mnemonic encounters: sites at which national identities are constructed in relation to one another through remembering and forgetting shared history. Within such encounters, history wars may arise and persist where each side's mnemonic practices involve conflicting, negative representations of the other, and such representations constitute an important element of their national identities. This occurs because the rearticulation of conflictual representations constitutes both a means by which the national community is reproduced and a defense mechanism against the ontological threat posed by the other side's counter-constructions. Illustrating this framework, I explicate the construction and persistence of Japan and South Korea's “history problem,” drawing on extensive fieldwork and a discourse analysis of over one thousand original-language texts from both countries across politics, media and culture.

Confucian Leadership in Millennial Character Building

The problems to be discussed in this research are based on the phenomenon of searching for millennial leadership character education in Indonesia. In recent years, Western theories have dominated the trend of studying leadership and are rarely derived from Eastern wisdom. These influenced leadership education taught in character education in the education curriculum. Meanwhile, the East has Confucianism, a leadership concept called Jun Zi. Jun Zi explained how a person has the virtue of acting as a leader for himself and others. The research method used was the interview method, with the main object of discussion obtained from a comparative analysis of Confucian literature. The limitation of this study is the need for more Confucian wisdom texts in Indonesian, so to facilitate the objectives of this study, it is necessary to develop studies in the original language texts of these teachings. Subsequent research described Jun Zi's suitability with the needs of leadership character education in Indonesia, especially for millennials who have experienced various choices of new leadership models.

Deep Learning-based Fuzzy Translation Problem in Chinese-English Epidemic News Reporting

Abstract To smoothly realize the information conversion from the original language information to the target language, this paper constructs a deep learning-based fuzzy translation model for news reports so that the translated text can faithfully convey the meaning of the original language text information and achieve natural semantic equivalence. A neural probabilistic language model is used to construct objective functions in speech recognition and lexical annotation so that the translated text can provide a more appropriate linguistic representation of the polysemantic words in the original language text according to the differences in contextual morphology. A deep learning occurrence mechanism model is constructed through fuzzy semantic reasoning and fuzzy translation logic, and learning state indicators such as emotional interaction are designed to evaluate the occurrence status of fuzzy translation accurately. The simulation results show that the natural language processing (GLUE) test score of the deep learning-based fuzzy translation model for news reports is 89.8, 9.2, and 6.9 points higher than 80.6 and 82.9 for the other two models, respectively. The average error discrimination ability of the model designed in this paper is 93.57, and the average training set, development set, and test set values are 98.425, 10.16, and 45.95, respectively. Thus, it can be seen that the deep learning-based fuzzy translation model for news reports can more naturally and accurately respond to the dynamic changes in language, which promotes the rapid development of translation theory and practice.

Editorik beginnt in der Schule?

Abstract For young people school is the very first place where a fruitful and enlightening encounter with literature may take place, provided that the teaching can rely on well edited texts. Against this background of experience, the essayistically sharpened paper reports the results of an examination of eighteen Austrian textbooks at secondary level II, in which original-language text examples from the German literary history of the Middle Ages are reproduced. The results of the survey depict, on the one hand, a revealing canon of near-source printed literary works and on the other hand it illustrates that in most cases the editorial templates used in textbooks are far away from the quality standards and informative value of modern reference editions. As the study generally concludes, it would be up to the editing community to urgently establish a new, mutually beneficial cooperation with all the institutions and publishers involved in the production of school textbooks in order to supply the classrooms with more suitable specialist editions and customised materials as soon as possible.

Studi Eksegesis Terhadap Kata ‘Tanpa Alasan’ (εἰκῇ ) Pada Kata ‘Marah’ Dalam Matius 5:22 Menurut Naskah Byzantium Dan Komparasinya Terhadap Novum Testamentum Graece (Nestle-Aland Edisi Ke-27)

Based on observations on the theological issues that occur at then current writer mendiskripsi is it some thing as background writing this work, including the following: first, the interpretation of the difference resulting from the use of the original language of the Bible is well seen from outside parties i.e. the view of the Islamic religion and views the Jewish religion, as well as from Parties within the IE view of Christianity itself, Second, more specifically the views of Islamic religious figures who say that the Bible is corrupted. K etiga, from among the Christian religion itself there is the memasalahkan process of translation and the translation of results from the original language texts are taken from the existing texts, translations and consider which one is superior (the original script approach) than others. For example there is one book called "The KJV (King James Version)-NIV (New International Version) the Debate" by Jeffrey Khoo of Far Eastern Bible College, Singapore. In addition, the Jehovah's witnesses also issued a statement that there is ' 50,000 errors in the Gospel ' from the magazine Awake (Awake) volume 38 No. 17 September 8, 1957, and much material delivered through another edition. And the program used by the Islamic religious figures, one of them Late. Ahmed Deedat in his book 'Is the Bible God's Word?' who use the resources of the Jehovah's witnesses in his book, even in other books as well.
 The writing of history sources: written sources. Written materials are usually the most important source for historians to reconstruct history. This resource is divided into two categories: (1) history written in passing or official, and (2) the history of written carefully according to the rules of writing of history (based on the library). History written in passing include the ' raw data ' of history, from the records produced by all levels of society, starting with an individual level to the international level. In doing research there are some which are used to examine cases that are in the books that will be examined. Because covered are comparing the two texts are actually related, so the methods that used a combination of several methods. Moreover, comparing the texts of Scripture, so keep in mind the previous method used, i.e. as follows: form criticism, Literary Criticism and critique texts. Criticism of the Bible can be divided into two parts; i.e. High Criticism and critique. This type of study could be applied to the Bible, because it is named after the biblical research. Christian Encyclopedia defines: "science to achieve a satisfactory knowledge of the origin, history, and circumstances of the original text of the Bible." I need to know the history of high criticism and criticism of low as well as its development, namely as follows: the term "criticism" always refers to a negative connotation. Though not always have to be so. The sense of the term principal criticism was the examination or testing of an issue, or a problem with the intention of determining the keotentikannya, the keterandalannya, or its significance. " Criticism of the term basically means an opinion, or an act of judgment; derived from the verb in the language of Greece (... [crino]) means of judging, or testing, or forward tudingan or charges against, or sets, a row of the meaning of the above meaning. If used in the fields of literature, he suggests thinking – not an attempt at finding errors – but with a fair and properly assess the goodness and evil things openly and objectively. In other words, is an impartial appraisal, or anything similar to that for example it anything that could be considered by certain critics. " Both methods above criticism in a high Criticism that is form criticism and criticism of literature. While the Text Criticism is Criticism.
 

RETRACTED: Simulation of English translation text filtering based on machine learning and embedded system

The translation is generally assumed to distinguish it from the original language text in the same area. Therefore, say these constitute a unique multilingual translation, commonly referred to as translation; translation is also affected by the source language and exhibits different characteristics according to the source language. Therefore, claim that these variants constitute the same target language translated into additional "dialog." Using Machine Learning English and embedded technologies investigated the differences between the general characteristics of different translation sources and language translation. There is little research corpus between the complicated relationship between translation and the original text and translation itself for very different language types. May does not translate enough knowledge of the subject areas covered. There are many guidelines to help authors clearly express their ideas to promote translation; scientists and engineers find it difficult to apply the procedures required for a high degree of speech recognition. For financial reasons, non-essential text may be edited publication. In this case, as described in the article, the author can take some precautions to express terms of intelligibility. Machine Learning and embedded systems determine the importance of various features for data collection and the importance of its characteristics compared with previously reported studies in English. Also, the method allows us to add the grammatical function of translation studies rarely used. The results show that, even if only based on five features, the full translation can be reliably separated from the non-translated region.

Same-Sex Intercourse Involving Jewish Men 100 BCE–100 CE

Abstract It is commonplace in New Testament scholarship to assume that Judaism at the turn of the Era univocally condemned same-sex intercourse among men, whether scholars use this supposition to argue that Jesus felt likewise or was uniquely accepting of the practice. The present article provides the original-language text, English translation, and brief commentary for evidence of same-sex intercourse involving Jewish men around the turn of the Era, pointing to the varying testimonies of Josephus, Martial, a graffito, Tacitus, and the Warren Cup. The paper concludes with a reflection on the relevance of the study for understanding Jesus’ sexual politics. This article contains graphic literary and visual depictions of sexual intercourse.

The Leibniz-Arnauld Correspondence: With Selections from the Correspondence with Ernst, Landgrave of Hessen-Rheinfels by G. W. Leibniz

Reviewed by: The Leibniz-Arnauld Correspondence: With Selections from the Correspondence with Ernst, Landgrave of Hessen-Rheinfelsby G. W. Leibniz Julia Jorati G. W. Leibniz. The Leibniz-Arnauld Correspondence: With Selections from the Correspondence with Ernst, Landgrave of Hessen-Rheinfels. Text established and translated and with an introduction by Stephen Voss. The Yale Leibniz series. New Haven: Yale University Press, 2016. pp. lix + 410 Cloth, $125.00. In February 1686, Gottfried Wilhelm Leibniz sent a letter to Antoine Arnauld, via their mutual friend Ernst, the Landgrave of Hessen-Rheinfels. This letter contained a short summary of Leibniz's most recent philosophical work, the Discourse on Metaphysics, and asked Arnauld for his reaction to it. Arnauld's response was extremely harsh: he called Leibniz's views shocking and useless (9) and advised him to stop engaging in metaphysical speculations (11). Yet, Leibniz did not let this discourage him. In the exchange that followed, Leibniz was intent on convincing Arnauld that the views contained in the Discourseare well supported and less radical than Arnauld initially thought. And while he never convinced Arnauld completely, he managed to allay some of Arnauld's worries. Along the way, the two men discussed topics such as divine foreknowledge, freedom, contingency, complete concepts, substancehood, causation, the laws of physics, and the special status of rational souls. The correspondence continued until March 1690—though Arnauld stopped responding to Leibniz's letters in August 1687. It is indisputably one of the most important philosophical texts from Leibniz's middle period and also sheds light on Arnauld's views. Even though various editions and translations of this correspondence have long been available, Stephen Voss's new edition greatly facilitates scholarly engagement with this text. Like other volumes of the invaluable Yale Leibniz series, it contains the original language text along with an English translation on facing pages, which is enormously convenient. The volume also includes two short but useful indices and multiple appendices: an edition and translation of manuscript variants as well as an edition and translation of seventeen annotations that Leibniz made in the margins of some of the letters years later. Moreover, an extremely rich 40-page introduction provides a summary of the correspondence and a vast amount of background information about the manuscripts, the correspondence and its intellectual milieu, and, of course, about the edition itself as well as its relation to other editions. Perhaps most importantly, Voss's edition is based on a much wider range of manuscripts than other editions; more on that later. The English translation is often more literal than other translations. This is intentional; Voss opted, as he puts it, to "teach us to hear Leibniz and Arnauld as they spoke in the seventeenth century" rather than to "teach them to speak to us in the twenty-first" (xxiv). Because the authoritative Akademie edition of the Arnauld correspondence has already been published ( Sämtliche Schriften und Briefe, series 2, volume 2, Berlin: Akademie Verlag, 2009), one might have expected Voss simply to reprint the French text from that edition. Instead, he produced a new edition, working from sixty-two extant manuscripts that are housed in multiple libraries and archives across Europe. Because the manuscripts of some of the letters that Leibniz sent to Arnauld are lost, Voss reconstructs their content on the basis of extant drafts and copies. These reconstructions are produced with great care: the textual basis for the reconstructions is meticulously documented in an appendix, and they include nothing that does not occur in any of the witnesses to the lost manuscript. This is one important respect in which Voss's approach differs from that of the Akademie and other editors, who merely establish the text of extant manuscripts instead of attempting to reconstruct a lost original. Another important difference is that Voss consulted many manuscripts that were not consulted by other editors. That alone would make Voss's edition indispensable for Leibniz scholars, even if it did not have other virtues. For a list of discrepancies between Voss's edition on the one hand and the Akademie edition as well as Geneviève Rodis-Lewis's edition ( Lettres de Leibniz à Arnauld d'après un manuscrit in...

Translation Revisited: A New Approach

Generally, translation means replacing a text in one language by another text in another language taking into consideration: (1) lexical elements, (2) syntactic structures, (3) semantic elements, (4) pragmatic elements, (5) literary devices and (6) cultural norms. This research is based on this claim in order to give an effective translation similar to that of the original language text. It is hypothesized that an effective translation cannot be achieved only by resorting to the mentioned elements unless the writer's and/or speaker's intentionality is taken into consideration. This paper aims at re-visiting the basic approaches, methods, procedures of translation, and in the light of what is reviewed, a new approach is suggested in order to help translators as well as interpreters achieve their intentions. The basic finding is that an effective translation is based on the intention of the speaker or writer and to whom he is translating.

The Longman Anthology of Old English, Old Icelandic, and Anglo-Norman Literatures ed. by Richard North, Joe Allard, and Patricia Gillies

Reviewed by: The Longman Anthology of Old English, Old Icelandic, and Anglo-Norman Literatures ed. by Richard North, Joe Allard, and Patricia Gillies Larry Swain richard north, joe allard, and patricia gillies, eds., The Longman Anthology of Old English, Old Icelandic, and Anglo-Norman Literatures. Harlow, England: Longman, 2011. Pp. xvi, 869. isbn: 9781408247709. $58.99. North and company have provided a real service to medievalists. This anthology is a companion to their earlier Beowulf and Other Stories: A New Introduction to Old English, Old Icelandic, and Anglo-Norman Literatures. While the typical anthologies focus on English literature with minimal examples from other literatures—if any literature from Celtic, Anglo-Norman, or Old Norse at all—this volume then, fills a void in the field. Selections are organized according to headings such as ‘Heroic Poetry,’ ‘Poems on the Meaning of Life,’ ‘Early Chivalry,’ and so on. Under each heading is a selection of texts, some familiar to most readers, others less so. Each selection is preceded [End Page 146] by a brief, succinct, and informative introduction. Many of these are followed by a brief and very useful bibliography. Many, and I believe if not quite all, at least the vast majority, of the selections are examined in the companion volume Beowulf and Other Stories. What also makes this unusual as an anthology is that it includes original language texts as well as modern translations. The page is split horizontally so that the original text is on the top and the translation below it. The translations favor literal representation over elegance; when possible the editors have attempted to replicate the feel of the original, including word order. All in all, this is an unusual and much needed anthology. That said, there are some oddities. First, the title is something of a misnomer. In addition to the three languages mentioned, there are texts from Welsh, Irish, Castilian, Old Saxon, and Occitan. These are welcome texts in such a volume, since as the preface points out, the cultures are all cognate with one another. Yet, there are some odd choices of inclusion and exclusion. In the inclusion category is the Letter to Aristotle under the heading of ‘Writers of the Benedictine Reform,’ for example. This work was preserved in Cotton Vitellius A.xv, the Beowulf manuscript, and was translated anytime between the late ninth and late tenth centuries from Latin. The provenance of the texts in this manuscript are unknown. There is, in fact, no reason to assume that they are Benedictine texts or produced at a Benedictine monastery when the texts in this manuscript were copied. There are many other texts that would reflect the Benedictine Reform, some of which are included here, but many that are not. Some of the organization is also questionable. Judith, for example, is included in a section titled ‘Poems of Devotion’ but it is difficult to see how this poem is devotional. More than half of the poem is a battle scene, and the other half is a beheading. Again this is difficult to see as a devotional poem, whereas there is a significant amount of devotional poetry in the Irish Christian tradition. Another surprising choice in exclusion is that there is not a single text from Latin. This is all the more shocking in that the editors point to the ‘cognate’ cultures of the various vernaculars they do include, yet each of those cultures also produced a significant literature in Latin. A few texts that would illustrate some of their choices would be Dudo of St Quentin on the Viking Wars or The Ruodlieb for the collection’s ‘Early Chivalry’ section. In the case of the latter text, that might be a better choice than the Old English translation of a Latin translation of a Hellenistic Greek original (Apollonius of Tyre) to illustrate early medieval chivalry. In an anthology such as this, the absence of any literature from Latin is a significant weakness. In a similar vein, there are texts from early Anglo-Norman, but no accompanying texts from Middle English. These weaknesses are, however, overshadowed by the clear and evident strengths of the collection. First, the anthology is designed to be used in conjunction...

IPA Source (review)

Reviewed by: IPA Source Abbey Thompson IPA Source. [Stephens City, Virginia]: IPA Source, LLC, 2003-. http://www.ipasource.com (Accessed 19 December 2014). [Requires a Web browser, Adobe Acrobat Reader, and an Internet connection. Pricing: Subscriptions for access to all content range from $59.95 to $600 per year; price is based upon the type of subscription (individual, studio, or institution), type of voice program, and number of registered voice students.] Introduction Launched in 2003 as an online support site for owner Bard Suverkrop’s voice and diction students, IPA Sourcehas since grown into a comprehensive online library of song and opera aria text translations/pronunciation guides. Intended as an aid to “singers, teachers, and all those interested in the correct and knowledgeable performance of vocal literature,” it claims to be the “largest collection of literal translations and International Phonetic Alphabet (IPA) transcriptions on the web.” 1All song and aria texts in the database can be individually downloaded in PDF format; each document includes music source information, the original-language text, a word-for-word English translation, and an IPA transcription. Some works also contain poetic translations in English when the literal translation makes the text’s sentiment unclear. According to Suverkrop, IPA Sourcecurrently serves three hundred schools worldwide and has a subscription list of approximately thirty thousand individual users. 2 Content & Coverage As of this review’s publication, IPA Sourceoffers translations/transcriptions of more than eleven thousand song and opera aria texts. Its online library currently contains texts in six source-languages (English, French, German, Italian, Latin, and Spanish) and Suverkrop plans to incorporate Russian and Hebrew texts in the near future. 3The available texts include all the standard repertoire one would expect to find for both undergraduate and graduate voice students in all vocal ranges, including the works of nearly one thousand composers and more than eight hundred poets/lyricists. Latin texts (both sacred and secular) are also included – a decided benefit for choral singers and conductors. While core repertoire is well-represented, arias and songs of a more peripheral or obscure nature are more hit-and-miss (though it is expected that more texts to fill these gaps will be added over time). Early opera is at least partially represented with select arias from seventeenth-century composers like Monteverdi, Peri, and Cavalli. The largest gap in coverage is a predictable one: due to copyright restrictions, IPA Sourceis only able to distribute texts from the public domain (primarily works published before 1923), so modern repertoire is largely missing from its library. That said, the holdings are quite comprehensive and essentially replace the need for a large swath of reference books that provide this same information, like Glass’s Schubert’s Complete Song Texts, Coffin’s Phonetic Readings of Songs and Arias, and other similar volumes (most of which are usually targeted to a single composer’s works). IPA Sourcecannot fully replicate or replace some print titles when it comes to opera, however, as not all recitative has been included; there is definitely a case to be made for keeping certain key [End Page 740]texts, like Nico Castel’s various books of librettos, even after licensing IPA Source. In addition to the thousands of texts it offers, IPA Sourcealso has many diction aids and resources available free of charge. The “Diction Help” page 4contains IPA vowel and consonant charts for each language in its collection as downloadable PDFs. Each language also has its own “translation and transcription help” sheet with excellent information about all aspects of its pronunciation and helpful references for further study. A variety of external Web sites are curated on this page to aid students in performing their own translations and transcriptions. Additional pages provide extensive information about the German Fach System of vocal classification. There are also MP3 sound recordings of selected texts read by a professional singer, but these recordings are difficult to find within the Web site and not cross-linked to the pages containing their respective texts. It would be very easy for most users to be unaware of the existence of these helpful recordings. Interface IPA Sourcerecently launched a new...

CULTURAL UNTRANSLATABILITY: A STUDY ON THE RAINBOW TROOPS

The notion of translatability is possibly done with the extent to which meaning can still be adequately conveyed across languages. For this to be feasible, meaning has to be understood not only in terms of what the source text contains, but also in terms of target audience and purpose of translation. In linguistic untranslatability, the functionally relevant features include some which are in fact formal features of the language of the source language text. If the target language has no formally corresponding feature, the text, or the item, is (relatively) untranslatable. What appears to be a quite different problem arises, however, when a situational feature, functionally relevant for the source text, is completely absent in the culture of target language. As culture has something to do with the concept, source language texts and items are more or less translatable rather than absolutely translatableoruntranslatable. An adaptation, then, is a procedure whereby the translator replaces a term with cultural connotations, where those connotations are restricted to readers of the original language text, with a term with corresponding cultural connotations that would be familiar to readers of the translated text. Translating such culturally untranslatable items entails profound knowledge on both source and target cultures. Most cases in this particular work are solved by keepingcultural terms in the source language text, with or without explanation. Ecological, social, and religious culture terms undergo the process most frequently.

Not an Extravagance: Reflections on Using French Texts to Teach French History

Under the umbrella of Foreign Languages Across the Curriculum (FLAC), a longstanding interdisciplinary program at our institution, a French historian and a French faculty member have collaborated in the development and teaching of a French language component for a survey course in modern French History. In this article, we outline the institutional and departmental contexts for the creation of French FLAC in History, offer advice on the selection of appropriate original-language texts, share samples of learning aids, and offer reflection on the long-term contributions of FLAC to student learning and the vitality of our French and History programs.

Baroque New Worlds: Representation, Transculturation, Counterconquest

Baroque New Worlds: Representation, Transculturation, Counterconquest

The earliest Greek sources on the Celts

The Greek writers of the late sixth century to the late fourth century BC provide the earliest documentary evidence concerning the ancient Celts. These sources are often short and occasionally fragmentary, but they are the first to discuss such topics as Celtic tribal movements, banqueting and drinking habits, and military activities. The following paper is a complete collection of these early Greek sources, including original language texts, translations, and commentaries on each passage.

Approaches to Teaching the Arthurian Tradition edited by Maureen Fries and Jeanie Watson (review)

8oArthuriana legend and contemporaryculture. This is, indeed, what MaryAlice Grellner attempts in her essay, Arthuriana and Popular Culture,' which outlines a senior seminar in general studies entitled King Arthur Today. The problem here is that Grellner never defines what she means by 'popular culture,' and she does not appear to be operating by the commonly accepted definition ofthat term, discussing, as she does, such works asJohn Cowper Powys's Glastonbury Romance, and Charles Williams's War in Heaven. Twentieth century, yes; popular, no. As noted above, her analysis is primarily generic, althoughshe doesobserve thatArthurian material reflects 'today's interests in . . . magic and the occult, and in the empowerment ofwomen (161). She might have observed that Marion Zimmer Bradley (and other women authors) have appropriated the work ofthe Cambridge School ofAnthropology (by way of The Golden Bough and Graves's White Goddess), and in applyingsuch studies to theArthurian legend, have recast it in a feminist-occultmoldwithconsiderablepopular appeal. She also might have examined the relationship ofArthuriana and popularpolitical culture, ranging from the Kennedy administration's self-analogywith Camelot to the use ofMaloryasgloss on theVietnam War. My point here is simply that ifwe are going to teach popular Arthurian works, let us not teach them merely because they are 'accessible' (undemanding?). Rather let us teach them in such a way that they really do comment on central cultural concerns. In sum, while I would have had Approaches to Teaching the Arthurian Tradition provide more up-to-date bibliographic guidance, more incorporation of current theoretical approaches into coursework, and more discernment in its treatment of twentieth century literature, nonetheless much ofwhat I found here will be ofvalue to the broad audience ofinstructors which this volume addresses. Teachers ofArthurian literature will likely not regret giving it a place on their shelves. Miriam Youngerman Miller University ofNew Orleans MAUREEN FRIES ANDJeanie WATSON, eds., Approaches to TeachingtheArthurian Tradition. Approaches to Teaching World Literature, 40. New York: The Modern Language Association ofAmerica, 1992. Paper. Pp. xi,195. ISBN: 0-87352-702-X. $19.75. IT IS a restimony to the usefulness of this latest entry in the MLAs Approaches to Teaching WorU. Literature series that in the course ofwriting this review, I created or revised syllabi for three courses, at the introductory, upper undergraduate, and graduate levels. I can say at the outset, then, that the book is an important resource for any teachers ofArthurian material. In the review which follows I will consider its usefulness primarily from the point ofview ofthe teacher ofgraduate studies. The book is not directed specifically at graduate instructors, but rather primarily at those teaching at the undergraduate level (3).The most obvious sources forgraduate instructors would appear to be two essays in the 'Approaches' section, 'Arthur the Great Equalizer: Teaching a Course for Graduate and Undergraduate Students,' by Reviews8i Sally K. Slocum, and 'Malory and the Middle English Romance,' by George R. Keiser. I will return to these two essays later, but there are in fact many other parts ofthe work which are ofinterest to graduate instructors. The book is divided into 'Materials' and 'Approaches' sections. The 'Materials' section highlights a problem which is particularly acute for the graduate instructor, that is, the availability oftexts. The respondents are almost unanimous in their laments on this score. One respondent puts the matter succinctly when he remarks, '"Without Penguin we'd be dead'"(4). The availability in inexpensive Penguin editions of many of the seminal (medieval) Arthurian texts has rescued many a distracted instructor, but Penguins are less useful to the graduate instructor, at least in courses where it is important to have original language texts in the most important critical editions. Nevertheless, a teacher with a course on, for example, Malory, may well want to supplement the core text with background material in translation, and the works listed in the 'Texts' section can be of help here. There are however a few troubling notes. I cannot comment on the texts and editions listed in the 'Modern' - section although, like Miriam Miller, I would like to see some kind ofhint for sorting out a list which puts TH. White, Mary Stewart, Thomas Berger, Walker Percy, Bernard Malamud, Andre Norton and so on together — but...

History of Philosophy in Philosophy Today; and the Case of the Sensible Qualities

R recent decades have seen a tremendous outpouring of books and papers on figures and topics in the history of western philosophy. This remarkable scholarly production has accompanied, and has been reinforced by, a wide range of important editorial and translation projects, and the promotion of forums for oral exchange, including ad hoc conferences of every sort and size, and societies devoted to the ongoing study of the philosophies of individuals, periods, or ideological traditions. At one time-not that long ago-English-speaking philosophers interested in historical topics often talked mainly to each other. (Or at least those interested in certain particular periods-notably the early modern-did. I can't speak for work on, say, ancient Greek philosophy; but I suspect the point holds even in this case, if to a lesser degree.) Part of the reason for this isolationism was, simply, linguistic. American scholars, in particular, were often ill-equipped to deal even with original language texts (unless these happened fortunately to be in English), let alone with substantial volumes of secondary literature in French, German, or other continental European languages. Another part of the reason, however, was more ideological: we sometimes assumed that our investigations into historical subjects were motivated by concerns, whereas they-French and German writers in particular, both past and present-were engaged mainly if not entirely in exegetical work. (Or, if they did approach historical figures from the perspective of present-day philosophical interests, the interests in question (it was assumed) were likely to be of a nature alien to us-or at least to those of us trained in analytically oriented graduate philosophy programs.) To a large extent this isolationism is a thing of the past. It is more and more taken for granted that anyone wanting to make a significant contribution to the study of historical figures simply must be able to work with original language texts, and at least ought to have