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For Richard Rorty as well as Stanley Cavell, the realm of the literary carries particular educational force. Literature holds the potential to lead the insensitive and the superficial towards the responsive and the detailed. Literature prompts an interrogation of everyday expressions and the felt meanings we decide to invest or not to invest within them. In this paper, we draw on the work of Rorty and Cavell to highlight the significance of literature for moral education. We argue that both philosophers are committed to the transformative power of literature even if this transformation is conceived in very different ways. Broadening our scope from the Anglo‐American to the European tradition, we propose in the paper's final section that Rorty and Cavell's readings of Derrida can usefully illuminate the fundamental philosophical differences between them.

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Log-domain filters use the large-signal exponential current-voltage relationship of the bipolar junction transistor to convert signals to logarithmic form, where they are processed, and to map them back to the linear domain after processing. Due to their internally nonlinear nature, application of standard linear circuit design techniques to such networks can give rise to unexpected externally nonlinear behavior. Methods of nonlinear dynamics are used here to explain the undesired nonlinearities recently observed in a differential first-order log-domain integrator and to investigate the input/output behavior of the corresponding low-pass filter. The nonlinear behavior of a floating-capacitor differential second-order log-domain bandpass filter is also investigated and explained.

I argue in this paper for the rich and subtle connections between moral philosophy and literature as they are articulated and explored in the work of the contemporary American philosopher, Cora Diamond. In its significance for broader educational debates—specifically, debates regarding the value of the arts and humanities in a context of global economic collapse—Diamond's work is strikingly original. I argue that it offers much more to educators than the related work of her Anglo‐American contemporaries, among them Martha Nussbaum and Richard Rorty. In development of my position, I read Diamond's 2008 essay, The Difficulty of Reality and the Difficulty of Philosophy, withA Girl is a Half‐formed Thing, the debut novel of Irish writer Eimear McBride.