This collection of original essays explores the connections between the philosophies of Alfred North Whitehead and the classical American pragmatists.

Andrew Kliman’s Reclaiming Marx’s ‘Capital’ sets out to refute the ‘myth’ that Marx’s original presentation of the theory of the value is internally inconsistent. A century ago, Bortkiewicz purported to demonstrate that Marx’s mistake was his failure to adopt simultaneous valuation. Thereafter, twentieth-century Marxian economics worked out a ‘corrected’ version of Marx’s original theory, culminating in Steedman’s 1977 Marx after Sraffa. Conclusions Marx himself deemed central were dropped, prominently including the law of the tendential fall in the rate of profit. (...) But simultaneous valuation is absolutely incompatible with Marx’s first and fundamental premise, the determination of value by labour-time. On the other hand, if Marx’s major theoretical conclusions do consistently follow from his premises, including the transformation of values into prices of production, then the quantitative dimension of his value-theory is internally consistent after all and stands in no need of correction on this score. Advocating a temporal, single-system interpretation, Kliman shows how ‘two simple modifications’ eliminate ‘all of the alleged inconsistencies in the quantitative dimension of Marx’s value theory’: valuation is temporal, and values and prices are determined interdependently. Kliman’s refutation is sound, but his claim to know Marx’s intentions, in E.D. Hirsch’s sense, is questionable. (shrink)

Issues of reliability are claiming center-stage in the epistemology of machine learning. This paper unifies different branches in the literature and points to promising research directions, whilst also providing an accessible introduction to key concepts in statistics and machine learning – as far as they are concerned with reliability.

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

Cette étude essaye d’établir qu’il y a deux notions très différentes de « fondation » à l’œuvre dans les Recherches logiques de Husserl. Dans la IIIème Recherche, où le terme est formellement introduit, lorsqu’il se demande quels sont les contenus qui peuvent exister d’une manière autonome (indépendants) et lesquels peuvent exister uniquement en tant que moments d’autre chose (dépendants), Husserl suit ce que j’appelle un « modèle ontologique ». Selon ce modèle, le concret possède une priorité sur à l’abstrait qui (...) est fondé en lui. Dans la VIème Recherche, en revanche, Husserl s’oriente principalement sur un « modèle gnoséologique » qui voit le complexe comme fondé sur ce qui est relativement simple, étant donné que les expériences d’ordre supérieur (telles les perceptions de types d’objets plus complexes) sont « fondées sur » des expériences plus simples, bien qu’elles ne puissent pas y être réduites. L’exemple principal ici est celui des intuitions catégoriales : fondées sur les intuitions sensibles, elles n’y sont pas réductibles. Mais cette distinction entre deux sens différents du terme de « fondation » peut également nous aider à mieux comprendre de nombreuses thèses husserliennes plutôt controversées. Par exemple, elle peut nous permettre de mieux comprendre dans quelle mesure faire l’expérience d’un être humain comme un tout se fonde sur l’expérience d’un corps physique, et cela même si l’étant que nous rencontrons inclut à la fois des aspects corporels et des aspects spirituels – les deux étant vus, d’une manière essentielle, comme des moments de cette unique personne qui fait l’objet de notre expérience. (shrink)

v. 1. Editorial introduction -- v. 2. The English and Latin texts (i) -- v. 3. The English and Latin texts (ii).

In this book, T. M. Scanlon offers new answers to these questions, as they apply to the central part of morality that concerns what we owe to each other.

Let us now imagine that some administrative authority, as far superior in power and intelligence to men, as men are to their cattle, is set over the colony, charged to deal with its human elements in such a manner as to assure the victory of the settlement over the antagonistic influences of the state of nature in which it is set down. He would proceed in the same fashion as that in which the gardener dealt with his garden.

Keine ausführliche Beschreibung für "Die absolute Form" verfügbar.

This paper is an exposition and evaluation of the Agustín Rayo's views about the epistemology and metaphysics of mathematics, as they are presented in his book The Construction of Logical Space.

In recent years an increasing number of psychologists have begun to explore the prevalence, causes and effects of ordinary people’s intuitions about moral realism. Many of these studies have lacked in construct validity, i.e., they have failed to measure moral realism. My aim in this paper accordingly is to motivate and guide methodological improvements. In analysis of prominent existing measures, I develop general recommendations for overcoming ten prima facie serious worries about research on folk moral realism. G1 and G2 require (...) studies’ answer choices to be as metaethically comprehensive as methodologically feasible. G3 and G4 prevent fallacious inferences from intuitions about related debates. G5 and G6 limit first-order moral and epistemic influences. G7 address studies’ instructions. And G8 and G9 suggest tests of important psychological presuppositions. (shrink)

This volume is a study of the influence of Timaeus on the development of Western cosmology in three axial periods of European culture: Late Antiquity, Middle Ages and Renaissance.

Thomas Reid is now recognized as one of the towering figures of the Enlightenment. Best known for his published writings on epistemology and moral theory, he was also an accomplished mathematician and natural philosopher, as an earlier volume of his manuscripts edited by Paul Wood for the Edinburgh Reid Edition, Thomas Reid on the Animate Creation, has shown. The Correspondence of Thomas Reid collects all of the known letters to and from Reid in a fully annotated form. (...) Letters already published by Sir William Hamilton and others have been reedited, and roughly half of the letters included appear in print for the first time. Writing in 1802, Reid's disciple and biographer Dugald Stewart doubted that Reid's correspondence &"would be generally interesting.&" This collection proves otherwise, for the letters illuminate virtually every aspect of Reid's life and career and, in some instances, provide us with invaluable evidence about activities otherwise undocumented in his manuscripts or published works. Through his correspondence we can trace Reid's relations with contemporaries such as David Hume and his colleagues at both King's College, Aberdeen, and the University of Glasgow, as well as his engagement with the most controversial philosophical, scientific, and political issues of his day. If anything, the letters assembled here serve as the starting point for understanding Reid and his place in the Enlightenment. (shrink)

La contextualisation didactique en tant que champ émergent revisite les objectifs inhérents aux situations d'enseignement/ apprentissage. Depuis les premiers travaux fondant la pédagogie différenciée, les réflexions se sont poursuivies sur l'ajustement de l'enseignement aux spécificités de l'apprenant. On conçoit désormais que l'environnement dans lequel évolue celui-ci influe sur les acquisitions et qu'il peut expliquer les décalages parfois observés entre un objectif d'enseignement et sa réalisation. Mais comment le contexte interagit-il avec l'acte d'enseignement? Comment identifier les paramètres qu'il convient d'intégrer dans (...) le processus didactique? Comment concevoir cette nécessaire articulation entre prise en compte du contexte et situation didactique? Ces questions sont au coeur de cet ouvrage collectif qui interroge les modalités d'une approche contextualisée dans le domaine de la didactique des langues. (shrink)

Cedric J. Robinson and others have criticized “Marxism” for “its inability to comprehend either the racial character of capitalism…or mass movements outside Europe.” Whatever the merits of this criticism for “standard Marxism,” Marx’s own thought is neither “economistic” nor Eurocentric, it does not deny historical agency to the struggle against anti-black racism in its own right, and it does not reduce that struggle to the European class struggle. By exploring Marx’s Civil War journalism and correspondence as well as his critique (...) of political economy, this essay demonstrates that Marx’s philosophy of liberation conceptualizes the revolutionary struggle to abolish slavery as an epoch-making worldhistorical freedom struggle, both as a Black liberation movement and also as a necessarycondition for the development of the international working class. A little known Blackled revolt in Bolivar, Missouri in 1859 is Marx’s clue to the meaning and significance of the American Civil War. (shrink)

Conciliatory theories of disagreement require that one lower one’s confidence in a belief in the face of disagreement from an epistemic peer. One question about which people might disagree is who should qualify as an epistemic peer and who should not. But when putative epistemic peers disagree about epistemic peerhood itself, then Conciliationism makes contradictory demands and paradoxes arise.

Feeling good: four ways -- Finding that feeling -- The place of pleasure -- Knowing what's what -- Making things happen -- Being good -- Love and friendship -- Putting it together.

Thomas Paine published this treatise defending the principles of freedom in 1791. He fought for independence in America, and was in France during the Revolution. He writes as a first-hand observer of political realities. He saw all government as arbitrary unless it conformed to the will of the people and argued for reforms in the British Parliament.