First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

The author addresses two questions concerning hume's philosophy: (1) why is imagination so prominent in hume's thought? and (2) what exactly did hume mean by imagination? (staff).

In the March 1971 issue of Dialogue Professors E.H. Madden and P.H. Hare attempt with much ingenuity and resource to resuscitate a pre-Humean theory of causal connection. Firmly disowning the “epistemological and metaphysical disasters” that have led to “terrible consequences”,, and making only a mildly favourable gesture in the direction of Michotte, they yet claim that the defence of Hume by modern regularists, even when abetted by the weapons of phenomenology, can be refuted by such indubitable facts as that we (...) observe avalanches destroying villages, waves eating away the shoreline and the “wind-bending-the-trees”. (shrink)

Constraints to the sustainability of insecticide use include effects on human health, agroecosystems (e.g., beneficial insects), the wider environment (e.g., non-target species, landscapes and communities) and the selection of insecticide-resistant traits. It is possible to find examples where insecticides have impacted disastrously on all these variables and others where the hazards posed have been (through accident or design) ameliorated. In this review, we examine what can currently be surmised about the direct and indirect long-term, field impacts of insecticides upon the (...) environment. We detail specific examples, describe current insecticide use patterns, consider the contexts within which insecticide use occurs and discuss the role of regulation and legislation in reducing risk. We consider how insecticide use is changing in response to increasing environmental awareness and inevitably, as we discuss the main constraints to insecticide use, we suggest why they cannot easily be discarded. (shrink)

We live in turbulent times, our world is changing at accelerating speed. Information is everywhere, but wisdom appears in short supply when trying to address key inter-related challenges of our time such as; runaway climate change, the loss of biodiversity, the depletion of natural resources, the on-going homogenization of culture, and rising inequity. Living in such times has implications for education and learning. This book explores the possibilities of designing and facilitating learning-based change and transitions towards sustainability. In 31 chapters (...) contributors from across the world discuss (re)emerging forms of learning that not only assist in breaking down unsustainable routines, forms of governance, production and consumption, but also can help create ones that are more sustainable. The book has been divided into three parts: re-orienting science and society, re-connecting people and planet and re-imagining education and learning. This is essential reading for educators, educational designers, change agents, researchers, students, policymakers and entrepreneurs alike, who are concerned about the well-being of the planet and convinced of our ability to do better. The content and related issues can be discussed on the blog by editor Arjen Wals: Transformative learning. 'We are living in times of incertitude, complexity, and contestation, but also of connectivity, responsibility, and new opportunities. This book analyses the consequences of these times for learning in formal, non-formal, and informal education. It explores the possibilities offered by the concept of sustainability as a central category of a holistic paradigm which harmonizes human beings with Earth. To change people and to change the world are interdependent processes - this book contributes to both.' Moacir Gadotti, Director of Paulo Freire Institute, São Paulo, Brazil 'I hope you share my excitement about the innovations for sustainability that this book catalogues and analyses. While the ecological news is grim, the human news is not. Even in a time of accelerating change, people are showing their enormous capacities to learn, adapt, restore and protect.' From the Foreword by Juliet Schor, author of ‘True Wealth: how and why millions of Americans are creating a time-rich, ecologically-light, small-scale high-satisfaction economy’ 'This book implies a ‘culture of critical commitment’ in educational thinking and practice - engaged enough to make a real difference to social-ecological resilience and sustainability but reflexively critical enough to learn constantly from experience and to keep options open in working for a sustainability transformation.' From the Afterword by Stephen Sterling, Professor of Sustainability Education, Centre for Sustainable Futures, Plymouth University, United Kingdom. (shrink)