A NATURAL OBJECT-LESSON IN HEREDITY

1913 ◽  
Vol 13 (2) ◽  
pp. 104-104
Keyword(s):  
1967 ◽  
Vol 3 (1) ◽  
pp. 234-259 ◽  
Author(s):  
George Barany

A little more than one thousand and ten years ago, the annus mirabilis of Otto I taught the unruly Magyars that “nomadism in one country” was not a workable proposition2 and that they had to make adjustments if they wished to belong to the nascent European community. A little less than ten years ago, the Hungarians received another object lesson suggesting that too much emphasis on western civilization might become another source of danger. Since they were separated by a whole millennium, the meaning of the two events is certainly very different. But both were results of a mis judgment of domestic forces and international relations—a phenomenon which was far from uncommon in the history of Hungary.


2014 ◽  
pp. 163-176
Author(s):  
James Bucanek
Keyword(s):  

Philosophy ◽  
1990 ◽  
Vol 65 (251) ◽  
pp. 81-88 ◽  
Author(s):  
Michael Losonsky

In Book II, Chapter 1 of the Physics Aristotle attempts to distinguish natural objects from artifacts. He begins by stating that a natural object ‘has in itself a source of change and staying unchanged, whether in respect of place, or growth and decay, or alteration’. But this is not sufficient to distinguish natural objects from artifacts. As he points out later, a wooden bed, for example, can rot or burn, and this is surely a change whose source is, in part, internal to the bed. To make his distinction, Aristotle writes that in a natural object the internal ‘source of change and remaining unchanged’ belongs to it ‘primarily and of itself, that is, not by virtue of concurrence’. The bed rots because it happens to be made of wood: the change is due to its material, not due to its essence, namely that it is a bed. A natural object, however, changes because of its essence, that is, because it is the natural object that it is.


2001 ◽  
Vol 31 (3) ◽  
pp. 444-446
Author(s):  
Paul Lucier
Keyword(s):  

2021 ◽  
Author(s):  
Freeden Blume Blume Oeur

While originally referring to the use of material objects to convey abstract ideas, “object lesson” took on a second meaning at the turn of the twentieth century. This particular connotation—denoting a person and leader as moral exemplar—reveals fault lines between the thinking of W. E. B. Du Bois and G. Stanley Hall on young people. Through his own adoption of the German ideals of sturm und drang and bildungsroman, as well as “aftershadowing”—a recalibration of ideas and reflections on his own family genealogy, childhood, and intellectual lineages—Du Bois made ideological claims that were a counter-narrative to Hall’s recapitulation theory.


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