The main features of value experience

Conclusion This brings us not only to the conclusion of my list of eight features proposed as being common to all or most value experience, but also to a reminder of its purpose. First, I hope that, in the spirit of Husserl's dictum, to the things themselves, this proposal will initiate a discussion of a basic research type of question, namely: What are the main features of value experience? Second, I hope that the fruits of such a discussion might eventually contribute to the working out of a metatheory for value inquiry: a theory about criteria of adequacy for any general theory of value.In a paper of this scope it is obvious that one cannot even begin to discuss all the points and subpoints made in the manner in which they deserve. Much less can one defend all, or even any, of its claims with the kind of logical rigor and linguistic fastidiousness which have come to be the norm in most Anglo-American philosophy today. As a counterbalance to a tendency in some professional circles to making adherence to this norm the end of, rather than merely a means for, philosophic understanding, I have offered this paper after the spirit of Socrates and Plato, who certainly appreciated appropriate logical rigor and linguistic tidiness. Philosophy was nevertheless always for them first and foremost a mutual adventure of exploration into value through significant dialogue. Thus, rather than submitting one more piece of logic or language to the microscope, it has been my purpose to go exploring this time with a telescope. I cordially invite other seekers to join me and to challenge my findings.Presidential Address delivered to the American Society for Value Inquiry meeting at the Denver Hilton, Denver, 19–20 April 1979. I wish to thank Gene G. James, Richard T. Hull, and Murray S. Hunt for helpful comments on an early draft of this paper.     

The Social Relations of Rural African American Early Adolescents and Proximal Impact of the School Engagement Project

This paper reports on the social relations of rural African American early adolescents and the initial impact of a multilevel universal intervention program aimed at enhancing the productive school engagement of at-risk youth. Students' school social relations were assessed with social cognitive mapping procedures that yield information on peer group membership and social network centrality (i.e., prominence in the social structure). Risk status was determined by cluster analysis of teacher ratings of students' adjustment on multiple dimensions including aggression, academic competence, and popularity. Four subgroups were identified: Model, Aggressive, Troubled, and Below Average. Differences among clusters were found in network centrality and patterns of peer affiliations. In addition, boys in the Below Average and Troubled configurations showed an increase in social prominence after the initial intervention phase.     

The Politics of Translation of the Revised Version: Evidence from the Newly Discovered Notebooks of Brooke Foss Westcott

The English Revision of the Authorized Version of the Biblewas initiated in 1870 and drew upon the finest scholarship ofestablished and non-conformist clergymen. It ushered in oneof the most contentious, politicized debates in the historyof Bible translation, even as it finally broke the hold of theKing James Version. The conflict over the revision has beenknown only through published sources. A seal has remained overthe dynamics between the two dozen members of the committeeresponsible for the revision of the New Testament. The officialminute book yields nothing of the textual, grammatical, andtranslational debates nor of the voting patterns governing decisions.This gap can now be overcome with the discovery of two of thetwenty-one notebooks kept by Brooke Foss Westcott, one of themembers of the committee. His detailed account of each members’arguments over almost every verse of Matthew's Gospel providesan invaluable insight into the variety and alignments of Englishbiblical scholarship in the nineteenth century.