One foundation of Eliminative Materialism is the claim that the totality of our ordinary resources for explaining and predicting behaviour, ?Folk Psychology?, constitutes a theoretical scheme, potentially in conflict with other theories of behaviour. Recent attacks upon this claim, as well as the defence by Paul Churchland, are examined and found to be lacking in a suitably realistic conception of theory. By finding such a conception, and by correctly identifying the level of conceptual structures within which Folk Psychology is located, (...) the original claim is reinforced. (shrink)

Available from UMI in association with The British Library. Requires signed TDF. ;My aim has been to present an abstract model for the acquisition of knowledge, to develop its consequences, and to compare these consequences with science$\sp1$. ;My intention has been to take this remark seriously. I hope to demonstrate that the papers which Feyerabend wrote between 1955 and the mid-1960's can most profitably be understood as a contribution to this project. The first three chapters lay the groundwork of Feyerabend's (...) earlier epistemology. They pick out the themes in his model for the acquisition of 'knowledge'. Chapter One sets out Feyerabend's rather unorthodox conception of scientific or theoretical realism, which has not received the attention which I believe it deserves. I detail Feyerabend's objections to some anti-realist positions and outline the formidable structure of his central argument for realism. I then consider a vital and problematic part of his epistemology, the 'pragmatic theory of observation'. ftn$\sp1$'Reply To Criticism: Comments on Smart, Sellars and Putnam', reprinted in Feyerabend's Philosophical Papers volume I, p.104. (shrink)

If God had looked into our minds he would not have been able to see there whom we were speaking of.

If God had looked into our minds he would not have been able to see there whom we were speaking of.

In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? And (...) what mechanisms are utilized to correct inappropriate behavior on the part of college and university teachers? The authors' work is based on survey results obtained from faculty members at research universities, liberal arts colleges, and two-year community, junior, and technical colleges. Braxton and Bayer's focus is on undergraduate teaching in four disciplines: biology, history, mathematics, and psychology. In their analyses, the authors examine how individual, disciplinary, and institutional differences influence professorial behavior. In contrast to the more explicitly understood and enforced rules of conduct in research, the authors find that teaching norms are informally defined and observed. They argue that a formal code of ethics for undergraduate teaching would serve the dual purpose of improving undergraduate education and elevating the status of college teaching. A groundbreaking study of contemporary academe, Faculty Misconduct in Collegiate Teaching is required reading for all university and college instructors and administrators. (shrink)

When a collective is blamed, the responsibility does not escape individuals. Spheres of influence are designed to determine the scale of blame; namely, by proximity and ability to influence a different result. Agents in the respective role types will be responsible upon our examining their extent of influence. Although you may be inclined to say that the responsibility lies with those who have access to policy-making, this doesn't allow for the deviants we expect at appropriate times. Here we are compelled (...) to seek a new moral outlook that maintains our perception of ourself: “what is not worthy of me must not be confused with special requirements of my ‘station and its duties’.”This essay offers a direction to assuage Lewis's fears toward collective responsibility. The challenges to individual responsibility behind such an ascription is complex but need not obliterate it. The delineation of roles by spheres of influence and activity gives some markers to the culpable agents. (shrink)

The Heirs of Plato is the first book exclusively devoted to an in-depth study of the various directions in philosophy taken by Plato's followers in the first seventy years or so following his death in 347 BC--the period generally known as 'The Old Academy'. Speusippus, Xenocrates, and Polemon, the three successive heads of the Academy in this period, though personally devoted to the memory of Plato, were independent philosophers in their own right, and felt free to develop his heritage in (...) individual directions. Dillon's clear and accessible book fills a significant gap in our understanding of Plato's immediate philosophical influence, and will be of great value to scholars and historians of ancient philosophy. (shrink)

Explores the many issues surrounding the animal rights and animal welfare movements through personal interview responses from rights activists.

Presents an introduction to the subject, suggestions on searching the Internet, and a bibliography of literature on animal nature, fatal and nonfatal uses, ...

John Rist surveys the history of ethics from Plato to the present and offers a vigorous defence of an ethical theory based on a revised version of Platonic realism. In a wide-ranging discussion he examines well-known alternatives to Platonism, in particular Epicurus, Hobbes, Hume and Kant as well as contemporary 'practical reasoners', and argues that most post-Enlightenment theories of morality (as well as Nietzschean subversions of such theories) depend on an abandoned Christian metaphysic and are unintelligible without such grounding. (...) He also argues that contemporary choice-based theories, whether they take a strictly ethical or more obviously political form, are ultimately arbitrary in nature. His lively and accessible 2001 study is informed by a powerful sense of philosophical history, and will be of interest to both students and scholars of ethics. (shrink)

Scientists and 'anti-scientists' alike need a more realistic image of science. The traditional mode of research, academic science, is not just a 'method': it is a distinctive culture, whose members win esteem and employment by making public their findings. Fierce competition for credibility is strictly regulated by established practices such as peer review. Highly specialized international communities of independent experts form spontaneously and generate the type of knowledge we call 'scientific' - systematic, theoretical, empirically-tested, quantitative, and so on. Ziman shows (...) that these familiar 'philosophical' features of scientific knowledge are inseparable from the ordinary cognitive capabilities and peculiar social relationships of its producers. This wide-angled close-up of the natural and human sciences recognizes their unique value, whilst revealing the limits of their rationality, reliability, and universal applicability. It also shows how, for better or worse, the new 'post-academic' research culture of teamwork, accountability, etc. is changing these supposedly eternal philosophical characteristics. (shrink)

Why believe in the findings of science? John Ziman argues that scientific knowledge is not uniformly reliable, but rather like a map representing a country we cannot visit. He shows how science has many elements, including alongside its experiments and formulae the language and logic, patterns and preconceptions, facts and fantasies used to illustrate and express its findings. These elements are variously combined by scientists in their explanations of the material world as it lies outside our everyday experience. (...) class='Hi'>John Ziman’s book offers at once a valuably clear account and a radically challenging investigation of the credibility of scientific knowledge, searching widely across a range of disciplines for evidence about the perceptions, paradigms and analogies on which all our understanding depends. (shrink)

In this 1976 volume, Professor Ziman paints a broad picture of science, and of its relations to the world in general. He sets the scene by the historical development of scientific research as a profession, the growth of scientific technologies out of the useful arts, the sources of invention and technical innovation, and the advent of Big Science. He then discusses the economics of research and development, the connections between science and war, the nature of science policy and the moral (...) dilemmas of social responsibility in science. Each topic is introduced by reference to easily understandable particular examples, with a large number of illustrations chosen to bring out the concreteness and reality of science as a human activity. Professor Ziman gives a chapter-by-chapter list of suggested topics for oral and written discussion, intended to provoke critical, sceptical attitudes to simplified solutions to real issues, and comments briefly on relevant books and other sources. (shrink)

This book is a provocative contribution to contemporary ethical theory challenging foundational conceptions of character that date back to Aristotle. John Doris draws on behavioral science, especially social psychology, to argue that we misattribute the causes of behavior to personality traits and other fixed aspects of character rather than to the situational context. More often than not it is the situation not the nature of the personality that really counts. The author elaborates the philosophical consequences of this research for (...) a whole array of ethical theories and shows that, once rid of the misleading conception of motivation, moral psychology can support more robust ethical theories and more humane ethical practices. (shrink)

Plato is associated with the idea that the body holds us back from knowing ultimate reality and so we should try to distance ourselves from its influence. This sentiment appears is several of his dialogues including Theaetetus where the flight from the physical world is compared to becoming like God. In some major dialogues of Plato's later career such as Philebus and Laws, however, the idea of becoming like God takes a different turn. God is an intelligent force that tries (...) to create order in the physical world. I argue that likeness to God in these dialogues involves imitating God's effort by trying to order our bodies, souls, and societies as intelligence directs. Becoming like Plato's God is not to abandon the world. It is to improve it. (shrink)

This study examines teaching and learning economics and entrepreneurship through a student-run Montessori middle school store. By designing and managing a school store, students created a "community of practice" to learn economics concepts in their daily environment. Questions guiding this study were: (a) How do students' social-interactions in a Montessori middle school student-operated business demonstrate economics content knowledge? (b) How do students' social-interactions in a Montessori middle school student-operated business demonstrate economics skills? (c) How do students' business roles in the (...) store develop their understanding of economics principles? Findings indicate that: (1) student activities in the school store promoted learning through social interaction; (2) the type and number of business roles a student assumed created opportunities for economic learning; (3) student entrepreneurs expressed specific knowledge of economics concepts, and, (4) students' decision-making and ownership affected behavior. Additionally, features of Kohlberg's (1985) concept of Just Community supported the learning environment. This study can provide social studies teachers and teacher-educators with a model for learning economics (or social studies) concepts through a curricular-based student-run enterprise. (Contains 5 tables.). (shrink)

An icon of Modernism. The master of enigmatic logic. The modern Socrates.

This book brings together twenty-three distinctive and influential essays on ancient moral philosophy--including several published here for the first time--by the distinguished philosopher and classical scholar John Cooper.