To find out more information about Rowman & Littlefield titles please visit us at www.rowmanlittlefield.com.

INTRODUCTION William Alston opens this dialogue on faith, reason, and skepticism by arguing that if the belief-forming processes of a typical Christian are ...

ZusammenfassungDieser Artikel beschäftigt sich mit Geschlechterstereotypen in psychiatrischen Gerichtsgutachten während des Deutschen Kaiserreichs 1871–1914. Wie gezeigt werden wird, lassen sich in diesen Gutachten vier auf das Geschlecht bezogene Narrative identifizieren. Einerseits wurden Frauen und Männer beschrieben, die den Geschlechterstereotypen der Zeit nicht entsprachen. Für diese nonkonformen Angeklagten wurde in den hier betrachteten Gutachten die Erklärung zur Unzurechnungsfähigkeit empfohlen. Andererseits wurden aber auch Männer und Frauen beschrieben, die sich konform zu den entsprechenden Stereotypen verhielten. Allerdings wurden in diesen Fällen „weibliche“ Frauen (...) weiterhin tendenziell für unzurechnungsfähig erklärt, während „männliche“ Männer der Simulation einer Geisteskrankheit bezichtigt wurden, um einer Strafe zu entgehen. Ich werde argumentieren, dass diese Ergebnisse Grundannahmen der Feministischen Epistemologie stärken: sie zeigen erstens, dass psychiatrische Vorstellungen von Zurechnungsfähigkeit eng verbunden waren mit der der Norm des „männlichen“ Mannes, und zweitens, dass ein doppelter Standard bei der Beurteilung des Geisteszustands von Männern und Frauen angelegt wurde. (shrink)

This article investigates the question of how forensic toxicologists established the credibility of chemical analytical methods in poisoning lawsuits in the nineteenth century. After encountering the problem of laypersons in court, forensic toxicologists attempted to find strategies to make their evidence compelling to an untrained audience. Three of these strategies are discussed here: redundancy, standard methods, and intuitive comprehensibility. Whereas redundancy was not very practical and legally prescribed standard methods were not very popular with most forensic toxicologists, intuitive comprehensibility proved (...) effective and popular. This strategy relied on employing methods which did not require chemical knowledge to be understandable. The methods aimed to generate a visual aid and to be obvious in their results. Two forms of this strategy are discussed here: the presentation of the actual material and explicit comparison. I argue that this shift towards presenting forensic toxicology expertise as evident represents an important step in the history of forensic expertise. (shrink)

“Losing Thomas & Ella” presents a research comic about one father’s perinatal loss of twins. The comic recounts Paul’s experience of the hospital and the babies’ deaths, and it details the complex grieving process afterward, including themes of anger, distance, relationship stress, self-blame, religious challenges, and resignation. A methodological appendix explains the process of constructing the comic and provides a rationale for the use of comics-based research for illness, death, and grief among practitioners, policy makers, and the bereaved.

A biography of the Spanish-born Jewish philosopher, rabbi, and physician of the Middle Ages who spent a good deal of his life in Egypt and whose works influenced the thinking of Jews, Christians, and Moslems.

One part of the Clifford–James dispute is still with us, namely a more inclusive foundationalism which has grown out of criticism of evidentialism in relation to belief in God. ‘Evidentialism’ will here mean the view, attributed to thinkers in the middle ages, that foundational premises must be either self-evident or evident to the senses. One answer now given by some to such foundational questions is that belief in God is a properly basic belief, though not properly basic in an evidentialist (...) sense. Thus one can rationally hold such a belief without proving it by argument. I will argue that belief in some specific personal God , such as Allah, Yahweh or Jesus as the Christ , as constituted by sacred texts is the form belief takes for Christian believers and that there are special questions as to whether such beliefs can be shown to be properly basic. (shrink)

Automated reasoning about uncertain knowledge has many applications. One difficulty when developing such systems is the lack of a completely satisfactory integration of logic and probability. We address this problem directly. Expressive languages like higher-order logic are ideally suited for representing and reasoning about structured knowledge. Uncertain knowledge can be modeled by using graded probabilities rather than binary truth-values. The main technical problem studied in this paper is the following: Given a set of sentences, each having some probability of being (...) true, what probability should be ascribed to other (query) sentences? A natural wish-list, among others, is that the probability distribution (i) is consistent with the knowledge base, (ii) allows for a consistent inference procedure and in particular (iii) reduces to deductive logic in the limit of probabilities being 0 and 1, (iv) allows (Bayesian) inductive reasoning and (v) learning in the limit and in particular (vi) allows confirmation of universally quantified hypotheses/sentences. We translate this wish-list into technical requirements for a prior probability and show that probabilities satisfying all our criteria exist. We also give explicit constructions and several general characterizations of probabilities that satisfy some or all of the criteria and various (counter) examples. We also derive necessary and sufficient conditions for extending beliefs about finitely many sentences to suitable probabilities over all sentences, and in particular least dogmatic or least biased ones. We conclude with a brief outlook on how the developed theory might be used and approximated in autonomous reasoning agents. Our theory is a step towards a globally consistent and empirically satisfactory unification of probability and logic. (shrink)

_Offering a new edition of Dewey’s 1916 collection of essays_ This critical edition of John Dewey’s 1916 collection of writings on logic, _Essays in Experimental Logic—_in which Dewey presents his concept of logic as the theory of inquiry and his unique and innovative development of the relationship of inquiry to experience—is the first scholarly reprint of the work in one volume since 1954. _Essays in Experimental Logic, _edited by D. Micah Hester and Robert B. Talisse, uses the authoritative texts (...) from the _Collected Works of John Dewey, 1882–1953_ and includes as well articles from leading journals representing various contemporary schools of philosophy that criticized Dewey’s experimentalism. Culling materials from six volumes of the chronologically arranged _Collected Works_, this single-volume edition of _Essays_ marks a crucial point in Dewey’s intellectual development: one in which Dewey critically engages idealistic and intuitionist theorists and lays the groundwork for his mature theory of inquiry. The text includes a new introduction by renowned Dewey scholar Tom Burke that places _Essays_ in philosophical and historical context. In addition to the original essays, _Essays in Experimental Logic_ also features five critical essays by Dewey’s contemporaries, including Bertrand Russell, Wendell T. Bush, R. F. Alfred Hoernlé, H. T. Costello, and C. S. Peirce. (shrink)

The essays in this collection address different aspects of Dewey's philosophy of logic, from his work at the beginning of the twentieth century to the culmination of his logical thought in the 1938 volume, Logic: The Theory of Inquiry.

Plagiarism and other transgressions of the norms of academic integrity appear to be a persistent problem among upper secondary students. Numerous surveys have revealed high levels of infringement of what appear to be clearly stated rules. Less attention has been given to students’ understanding of academic integrity, and to the potential misconceptions and false beliefs that may make it difficult for them to comply with existing rules and handle complex real-life situations.In this paper we report findings from a survey of (...) European upper secondary students’ views on issues relating to academic integrity. We relate these findings to the students’ training about academic integrity, self-reported level of questionable behavior and country of study.A total of 1654 students at 51 institutions located in 6 European countries participated in the study. The participants generally believed they had a good understanding of the rules applying to them and knew how to behave in compliance with norms of academic integrity. The results indicate, however, that often, in practice, this belief was mistaken. Many students had an inadequate understanding of core elements of academic integrity. They were uncertain about how to act, and they struggled in the handling of complex situations that require context-sensitive judgement. While some differences between countries were identified, they were modest and exhibited no clear pattern. Our results also suggest that reducing students’ level of uncertainty and, to a lesser degree, improving their level of knowledge could lead them to engage less in certain types of questionable behaviours. Surprisingly, the effect of academic training is modest and ambiguous. The study also confirms that perception of peer behaviour has the strongest association with student engagement in questionable behaviours. Thus, academic integrity at the upper secondary level cannot be explained simply in terms of individual ethics or knowledge. (shrink)

The Repugnant Conclusion served an important purpose in catalyzing and inspiring the pioneering stage of population ethics research. We believe, however, that the Repugnant Conclusion now receives too much focus. Avoiding the Repugnant Conclusion should no longer be the central goal driving population ethics research, despite its importance to the fundamental accomplishments of the existing literature.

This new edition brings Farquharson's authoritative 1944 translation up to date and includes a helpful introduction and notes for the student and general reader. Rutherford includes a selection of letters from Marcus to his tutor Fronto--most of which date from his earlier years--that offer personal detail and help to fill out the somber portrait of the emperor that is found in the Meditations.

For over three decades, clinical ethicists in the United States have recorded their consulting activities to supplement documentation in the medical record, often using locally developed instrument...

In Portraits of American Philosophy, eight of America's most prominent philosophers offer autobiographical narratives that remind us that the life of a scholar is both a tale of personal struggle and an adventure in ideas.

Die Bibliotheca Teubneriana, gegr ndet 1849, ist die weltweit lteste, traditionsreichste und umfangreichste Editionsreihe griechischer und lateinischer Literatur von der Antike bis zur Neuzeit. Pro Jahr erscheinen 4-5 neue Editionen. S mtliche Ausgaben werden durch eine lateinische Praefatio erg nzt. Die wissenschaftliche Betreuung der Reihe obliegt einem Team anerkannter Philologen: Gian Biagio Conte (Scuola Normale Superiore di Pisa) James Diggle (University of Cambridge) Donald J. Mastronarde (University of California, Berkeley) Franco Montanari (Universit di Genova) Heinz-G nther Nesselrath (Georg-August-Universit t G (...) ttingen) Dirk Obbink (University of Oxford) Oliver Primavesi (Ludwig-Maximilians Universit t M nchen) Michael D. Reeve (University of Cambridge) Richard J. Tarrant (Harvard University) Vergriffene Titel werden als Print-on-Demand-Nachdrucke wieder verf gbar gemacht. Zudem werden alle Neuerscheinungen der Bibliotheca Teubneriana parallel zur gedruckten Ausgabe auch als eBook angeboten. Die lteren B nde werden sukzessive ebenfalls als eBook bereitgestellt. Falls Sie einen vergriffenen Titel bestellen m chten, der noch nicht als Print-on-Demand angeboten wird, schreiben Sie uns an: [email protected] S mtliche in der Bibliotheca Teubneriana erschienenen Editionen lateinischer Texte sind in der Datenbank BTL Online elektronisch verf gbar. (shrink)

Good academic practice is more than the avoidance of clear-cut cheating. It also involves navigation of the gray zones between cheating and good practice. The existing literature has left students’ understanding of gray zone practices largely unexplored. To begin filling in this gap, we present results from a questionnaire study involving N = 1639 undergraduate students from seven European countries representing all major disciplines. We show that large numbers of these students are unable to identify gray area issues and lack (...) sensitivity to the context dependence of these. We also show that a considerable proportion of students have a poor understanding of concepts like plagiarism and falsification, not only in gray zone scenarios, but also in cases of relatively clear-cut cheating. Our results are similar across the faculties and countries of study, and even for students who have attended academic integrity training. We discuss the implications of this for academic integrity training. (shrink)

Paper edition (unseen), $14.95. Annotation copyright by Book News, Inc., Portland, OR.