Charles C. Chapman, Ethel Chapman Wickett and Stanley Chapman at Orange County Park, 1937

Charles C. Chapman, Ethel Chapman Wickett and Stanley Chapman at birthday picnic for Charles C. Chapman at Orange County Park, California, July 2, 1937.

Tintype portrait of Ethel and Stanley Chapman, 1891

Tintype studio portrait of Ethel and Stanley Chapman, Chicago, Illinois, July, 1891.

Charles C. Chapman with his daughter Ethel and son Stanley, ca. 1905.

Remnant of a portrait photograph of Charles C. Chapman with his daughter Ethel and son Stanley, ca. 1905.

Photograph - Helen Stanley Smith, age 9

A photograph of Helen Stanley Smith at age 9 (1913). There are two other poses of Helen in the same photography session available in the collection.

Communion Certificate - Helen Stanley Smith, 1919

A communion certificate for Helen Stanley Smith dated 31 January, 1919. The certificate is signed by George H. Smith D.D. (minister).

Photograph - Colin Campbell and Helen Stanley Smith with Judge Campbell, 1910.

A photograph of Colin Campbell and Helen Stanley Smith sitting in a horse buggy in front of the Campbell home. Judge Campbell is saddled on a horse behind the buggy. There are two other unidentified females sitting on the porch of the Campbell home on Church Street.

Receipt from the City of St. Catharines to Robert Stanley, occupant and Mary Shickluna, owner of Lots 44 and 45 on Ontario Street

Receipt from the City of St. Catharines to Robert Stanley, occupant and Mary Shickluna, owner of Lots 44 and 45 on Ontario Street for taxes, Aug. 8, 1887.

Scepticisme du cinéma, scepticisme de Gus Van Sant : étude de la tétralogie de Gus Van Sant à partir de la philosophie de Stanley Cavell

Ce mémoire vise à explorer le lien étroit unissant le scepticisme philosophique, le dispositif cinématographique et la tétralogie de Gus Van Sant : Gerry, Elephant, Last days et Paranoid Park. À partir de la philosophie de Stanley Cavell, il sera d’abord question de développer le scepticisme comme condition d’existence et non plus comme doctrine philosophique. Stanley Cavell fait bifurquer le problème sceptique de la cognition vers l’éthique et nous verrons comment Gus Van Sant, en proposant un cinéma du désoeuvrement et de la mélancolie où l’individu est en rupture avec le monde, rejoint cette dimension éthique du scepticisme par le cinéma. Ensuite, il s’agira de voir comment le dispositif cinématographique est l’expression même du scepticisme cavellien et comment il permet de tendre vers le perfectionnisme moral en imposant la reconnaissance de son existence à travers la décision morale. Enfin, nous verrons comment Gus Van Sant, en réinventant le plan-séquence et le ralenti, répond singulièrement au problème posé par le scepticisme en réintégrant l’individu dans le monde à force de manipulations formelles qui sont autant de réponses au désoeuvrement contemporain comme condition existentielle. Ces réponses trouvées par Gus Van Sant ne sont pas des solutions, mais une exploration des dimensions d’un problème qu’il renouvèle : le scepticisme.

The Julian C. Stanley Study of Exceptional Talent : una aproximaci??n personalizada para dar respuesta a las necesidades de los estudiantes con altas capacidades

Resumen basado en el de la publicaci??n

The Philosophy of Dissonant Children : Stanley Cavell's Wittgensteinian Philosophical Therapies as an Educational Conversation

Education is often understood as a process whereby children come to conform to the norms teachers believe should govern our practices. This picture problematically presumes that educators know in advance what it means for children to go on the way that is expected of them. In this essay Viktor Johansson suggests a revision of education, through the philosophy of Stanley Cavell, that can account for both the attunement in our practices and the possible dissonance that follows when the teacher and child do not go on together. There is an anxiety generated by the threat of disharmony in our educational undertakings that may drive teachers toward philosophy in educational contexts. Here Johansson offers a philosophical treatment of this intellectual anxiety that teachers may experience when they, upon meeting dissonant children, search for epistemic justifications of their practices—a treatment whereby dissonant children can support teachers in dissolving their intellectual frustrations.

Stanley Melbourne Bruce in London, 1938-41

This article examines Stanley Melbourne Bruce's role as Australian high commissioner in London during the approach to the Second World War and the European War from 1939 to 1941. It argues that Bruce in this period was an influential high commissioner who strongly influenced Australian foreign policy and exercised some influence, albeit with limitations, on the British government. After 1933, Bruce had transformed the office of Australian high commissioner in London from a largely commercial position into one with real diplomatic influence. In the approach to war, Bruce tended to bolster the policy of appeasement on which the Chamberlain government was already decided and in the Phoney War his cautious arguments contributed to the delay of the Allied intervention in Norway. With the accession of Winston Churchill to the prime ministership in May 1940, Bruce lost some of the influence he had had with Neville Chamberlain and he was on the losing side of the argument inside the British Cabinet about the possibility of a negotiated peace in May–June 1940. Despite the limitations of his personal relationship with Churchill, he was nonetheless an influential voice with other British ministers and senior officials and with the US ambassador in London and key members of the Roosevelt administration. This equipped him to play an effective part in the emerging Anglo-American alliance and issues of post-war international reconstruction.