R.I.G Hughes offers the first detailed and accessible analysis of the Hilbert-space models used in quantum theory and explains why they are so successful.

R.I.G. Hughes presents a series of eight philosophical essays on the theoretical practices of physics. The first two essays examine these practices as they appear in physicists' treatises (e.g. Newton's Principia and Opticks ) and journal articles (by Einstein, Bohm and Pines, Aharonov and Bohm). By treating these publications as texts, Hughes casts the philosopher of science in the role of critic. This premise guides the following 6 essays which deal with various concerns of philosophy of physics such (...) as laws, disunities, models and representation, computer simulation, explanation, and the discourse of physics. (shrink)

R.I.G. Hughes presents a series of eight philosophical essays on the theoretical practices of physics. The first two essays examine these practices as they appear in physicists' treatises and journal articles. By treating these publications as texts, Hughes casts the philosopher of science in the role of critic. This premise guides the following six essays which deal with various concerns of philosophy and physics such as laws, disunities, models and representation, computer simulation, explanation, and the discourse of physics.

This volume of recent writings, some previously unpublished, follows the sequence of a typical intermediate or upper-level logic course and allows teachers to enrich their presentations of formal methods and results with readings on corresponding questions in philosophical logic.

Probability kinematics is the theory of how subjective probabilities change with time, in response to certain constraints . Rules are classified by the imposed constraints for which the rules prescribe a procedure for updating one's opinion. The first is simple conditionalization , and the second Jeffrey conditionalization . It is demonstrated by a symmetry argument that these rules are the unique admissible rules for those constraints, and moreover, that any probability kinematic rule must be equivalent to a conditionalization preceded by (...) a determination of the values x i to be given to the members of such a partition. Next two rival rules which can go beyond such conditionalization are described. INFOMIN and MTP . Their properties are investigated and compared. (shrink)

One problem with assessing quantum logic is that there are considerable differences between its practitioners. In particular they offer different versions of the set of sentences which the logic governs. On some accounts the sentences involved describe events, on others they are ascriptions of properties. In this paper a framework is offered within which to discuss different quantum logical interpretations of quantum theory, and then the works of Jauch, Putnam, van Fraassen and Kochen are located within it.

The pair (A, Δ ), where A is a physical quantity (an observable) and Δ a subset of the reals, may be called an 'experimental question'. The set Q of experimental questions is, in classical mechanics, a Boolean algebra, and in quantum mechanics an orthomodular lattice (and also a transitive partial Boolean algebra). The question is raised: can we specify a priori what algebraic structure Q must have in any theory whatsoever? Several proposals suggesting that Q must be a lattice (...) are discussed, and rejected in favor of the weak claim that Q must be a Boolean atlas. (shrink)

Quite rightly, philosophers of physics examine the theories of physics, theories like Quantum Mechanics, Quantum Field Theory, the Special and General Theories of Relativity, and Statistical Mechanics. Far fewer, however, examine how these theories are put to use; that is to say, little attention is paid to the practices of theoretical physicists. In the early 1950s David Bohm and David Pines published a sequence of four papers, collectively entitled, ‘A Collective Description of Electron Interaction.’ This essay uses that quartet as (...) a case study in theoretical practice. In Part One of the essay, each of the Bohm-Pines papers is summarized, and within each summary an overview is given, framing a more detailed account. In Part Two theoretical practice is broken into six elements: (a) the use of models, (b) the use of theory, (c) modes of description and narrative, (d) the use of approximations, (e) experiment and theory, (f) the varied steps employed in a deduction. The last element is the largest, drawing as it does from the earlier ones. Part Three enlarges on the concept of ‘theoretical practice,’ and briefly outlines the subsequent theoretical advances which rendered the practices of Bohm and Pines obsolete, if still respected. (shrink)

These original essays explore the philosophical implications of Newton's work.

Battin et al examined data on deaths from physician-assisted suicide in Oregon and on PAS and voluntary euthanasia in The Netherlands. This paper reviews the methodology used in their examination and questions the conclusions drawn from it—namely, that there is for the most part ‘no evidence of heightened risk’ to vulnerable people from the legalisation of PAS or VE. This critique focuses on the evidence about PAS in Oregon. It suggests that vulnerability to PAS cannot be categorised simply by reference (...) to race, gender or other socioeconomic status and that the impetus to seek PAS derives from factors, including emotional state, reactions to loss, personality type and situation and possibly to PAS contagion, all factors that apply across the social spectrum. It also argues, on the basis of official reports from the Oregon Health Department on the working of the Oregon Death with Dignity Act since 2008, that, contrary to the conclusions drawn by Battin et al, the highest resort to PAS in Oregon is among the elderly and, on the basis of research published since Battin et al reported, that there is reason to believe that some terminally ill patients in Oregon are taking their own lives with lethal drugs supplied by doctors despite having had depression at the time when they were assessed and cleared for PAS. (shrink)

The urgency of the research topic is that the attempt, through the prism of higher education in Ukraine, is to outline the factors and opportunities for forming a positive image of a modern teacher as the basis for the competitiveness of a higher educational institution. The purpose of the article is: rethinking the teacher’s image in conditions of growing demands and increasing competitiveness among higher education institutions. The objectives of the study are to summarize the data of the investigated problem (...) and to develop a model for the development of theoretical aspects of forming a teacher’s positive image in the context of the growth of the status of the university, and an analysis of the interdependence of the teacher’s image and his professional competence, practical skills, and the ability to associate theory with practice. The research methodology is general scientific and special-disciplinary methods of scientific research. In particular, the methods of theoretical generalization, analogy and abstraction are used to clarify the conditions, specifics and realities of the modern educational process, in particular – in higher educational institutions; deduction and induction, analysis and synthesis – to identify systemic problems of Ukrainian universities the needs satisfaction of educational services users; the synthesis of progressive ideas on designing ways to enhance the teacher’s positive image in the context of the growth of the status of higher education institutions. Also, special-disciplinary methods of scientific research are used: comparison, systematization and grouping – to generalize the model of development of theoretical aspects of creating of a positive image of the teacher in the context of the formation of the image of the university; analytical – in the analysis of the interdependence of the teacher's image and his professional competence, practical skills and ability to associate theory with practice, etc. The result of the study is a theoretical understanding of the teacher’s image in the context of the formation of the competitiveness of a higher educational institution. The result of the analysis is the constant, systematic improvement of their own professional competencies. And only under this condition, the teacher will be able to rely on the authority and respect among students and colleagues. It is noted that the current state of higher education dictates the necessity of finding new ways of solving problems of increasing the efficiency of not only training, preparation of a specialist in the labor market, but also the efficiency of the activity of a higher educational establishment in conditions of autonomy. Conclusion. The positive image of the teacher, and in general the educational institution, will increase the authority of the professions and specialties of higher education. And philosophy itself should assume responsibility for the formation of the future teacher, since since ancient times, philosophy has been, is and will be the reason for the comprehension of wisdom. The image of a modern teacher largely depends on his professional competence in practical skills and the ability to instruct students to study the theory in close relationship with practice. After all, knowledge becomes effective only in the applied aspect, in particular, when applying the principle of “theory-practice-theory". (shrink)

This paper argues that professionals who make boundary-related decisions should be guided by relationship-based practice. In our roles as service users and professionals, drawing from our lived experiences of professional relationships, we argue we need to move away from distance-based practice. This includes understanding the boundary stories and narratives that exist for all of us – including the people we support, other professionals, as well as the organisations and systems within which we work. When we are dealing with professional boundary (...) issues, we should centre relationship-building skills that are central to many other aspects of our work. Skills that foster relationships at all levels – between professionals, service users, and services – need to be revalued. Our final recommendation is to create, develop, and foster safer spaces within and outside of organisations, as well as inter-professionally, for the discussion and exploration of boundary-related issues and practice. We are interested in hearing from those with experiences of being marginalised by boundaries so that they can inform a reshaping of our collective ideas around boundary related practices. To foster relationship-based practices in organisations, we have outlined several recommendations here; however, we recognize that these do not go far enough, and that collective action is needed to inform systemic change. (shrink)

R.G. Collingwood's name is familiar to historians and history educators around the world. Few, however, have charted the depths of his reflections on what it means to be educated in history. In this book Marnie Hughes-Warrington begins with the facet of Collingwood’s work best known to teachers — re-enactment — and locates it in historically-informed discussions on empathy, imagination and history education. Revealed are dynamic concepts of the a priori imagination and education that tend towards reflection on the presuppositions (...) that shape our own and others’ forms of life. (shrink)