John Cabot University ScholarShip

Recent Submissions

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    Shakespeare Winces Not: On Inclusion in Liberal Education
    (2023) Levy, David
    It is commonly held that the traditional European classics or Great Books cannot constitute the basis of an inclusive liberal education because they do not reflect the diverse cultural identities of contemporary students. This essay argues for a return to the older view, memorably expressed by W.E.B. Du Bois, that the classics are radically inclusive because they speak to a common human identity. This view is best understood in light of the ancient Greek distinction between physis (nature) and nomos (custom or law). Greek philosophic universalism has shown an ability to transcend profound cultural differences, such as those separating Alfarabi from Maimonides, or Shakespeare from Du Bois. The essay rebuts the frequently heard objections that the universalism of the classics is really a mask for white male hegemony and that it fails to do justice to the unique personal experiences of the oppressed and marginalized. The essay affirms that education must be particularistic as well as universalistic, but it argues that the universalism of the classics remains the key to the most perfect form of inclusion, namely, the friendship of those seeking the truth.
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    Commento alle Massime dei Padri = Perush le Avòt
    (Giuntina, 2025) Levy, David
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    Seven Wonders of the World
    (Oxford University Press, 2001) Hansen, Inge Lyse
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    The Nebulous Definition of Slavery: Legal versus Sociological Definitions of Slavery
    (Springer International Publishing, 2019) Scarpa, Silvia
    The aim of the chapter is to clarify the contours of the definition of slavery. Special attention is placed in understanding the blurred lines between the international legal definitions of slavery and of other exploitative practices, including the practices labeled as similar to slavery, as well as servitude and forced labor, and its relationship with trafficking in persons. A distinction is subsequently made between the international legal definition contained in the 1926 Slavery Convention adopted by the League of Nations and sociological ones developed by various scholars such as K. Bales, O. Patterson, and A. Honoré. Elements included in these definitions are analyzed and discussed in light of the 1926 definition of slavery. In this respect, the recent reorientation of international attention toward (forms of) contemporary, modern, or modern-day slavery is discussed, thus concluding that it offers a way to avoid careful scrutiny on whether exploitative practices fit the 1926 legal definition of slavery.

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