In this third edition of "John Locke", the text is divided into three parts. The first is biographical, giving an account of the development of Locke's mind. The second expounds the teaching of the "Essay", and relates this to its background; while the third deals with Locke's teaching in political theory, moral philosophy, education, and religion. -- From publisher's description.

When a new girl arrives at school, Kirsten is jealous, completely forgetting how scared and lonely she felt the year before when she was the new girl in school. Gives instructions for making a friendship pillow like those made in the 1850s.

The publication of 'Animal Rights and Souls in the 18th Century' will be welcomed by everyone interested in the development of the modern animal liberation movement, as well as by those who simply want to savour the work of enlightenment thinkers pushing back the boundaries of both science and ethics. At last these long out-of-print texts are again available to be read and enjoyed - and what texts they are! Gems like Bougeant's witty reductio of the Christian view of animals (...) are included together with path-breaking works of ethics such as Primatt's A Dissertation on the Duty of Mercy and Sin of Cruelty to Brute Animals . There are works I have never seen before, including the remarkable Cry of Nature by the Scottish revolutionary Jacobin, John Oswald. In this set, everyone will find something novel, delightful and truly enlightening. - Peter Singer The discussion of animal rights and the moral status of animals, so prevalent in the late twentieth century, has its roots in the mid to late eighteenth century. Some of the themes we consider of recent invention - the legal standing of animals, the ethical status of vegetarians, cruelty towards animals, ultimately resulting in cruelty to humans - are of long standing. But in the eighteenth-century literature they are interconnected with theological issues surrounding animal souls, the birth of the life sciences, the great chain of being and other peculiarly eighteenth-century problems. This collection explores the exciting early discussions of moral theories concerning animals, placing them within their historical and social context. It reveals that issues such as vivisection, animal souls and vegetarianism were very much live philosophical subjects 200 years ago. The six volumes reprinted here includes complete works and edited extracts from such key eighteenth-century thinkers as Oswald, Primatt, Smellie, Monboddo and Jenyns. Many of the materials are extremely rare and never previously reprinted. The collection, edited with a new introduction and bio-bibliography by Aaron V. Garrett provides valuable original source material to supplement contemporary discussions of animal rights. --18th-century material on the theme of animal rights and practical ethics --an important supplement to contemporary animal rights discussions --provides a broader account of early discussions of the 'science of human nature' through animals --widens our understanding of 18th-century ethics through an important area of practical ethics --includes many scarce texts, most of which have never been reprinted before. (shrink)

The Purpose of this paper is to ask how far Locke can be said to have anticipated modern theories of number, particularly the intuitionist theory of Brouwer and Heyting. It has in mind Mr Edward E. Dawson's statement that Locke's account of number was not merely ‘a good effort in his own day’ but that ‘what Locke had to say really was quite fundamental, and a good deal of modern mathematics assumes his position, either explicitly or implicitly’. Mr Dawson thinks (...) that some of the central notions of the intuitionist theory are already present in the Essay Concerning Human Understanding , II, xvi, ‘Of Number’. We should like to examine the view. (shrink)

In Winter 2017, the first author piloted a course in formal logic in which we aimed to (a) improve student engagement and mastery of the content, and (b) reduce maths anxiety and its negative effects on student outcomes, by adopting student oriented teaching including peer instruction and classroom flipping techniques. The course implemented a partially flipped approach, and incorporated group-work and peer learning elements, while retaining some of the traditional lecture format. By doing this, a wide variety of student learning (...) preferences could be provided for. (shrink)

If you consult a medical textbook to learn about the pathogenesis of Lyme disease, you will find a standard narrative. You will learn the disease is caused by the spirochete Borrelia burgdorferi, which is transmitted to people by blacklegged ticks . You will also learn that the natural reservoir for spirochetes in the Northeast is the white-footed mouse , and also likely be told that white-tailed deer are the primary host for gravid female ticks. And that is pretty much the (...) whole story. This limited perspective that considers only four species—spirochetes, mice, ticks, and deer—is entrenched by a reductionist paradigm, one that belies the nature of a .. (shrink)

forall x: Calgary is a full-featured textbook on formal logic. It covers key notions of logic such as consequence and validity of arguments, the syntax of truth-functional propositional logic TFL and truth-table semantics, the syntax of first-order (predicate) logic FOL with identity (first-order interpretations), symbolizing English in TFL and FOL, and Fitch-style natural deduction proof systems for both TFL and FOL. It also deals with some advanced topics such as modal logic, soundness, and functional completeness. Exercises with solutions are available. (...) It is provided in PDF (for screen reading, printing, and a special version for dyslexics), HTML, and in LaTeX source code. (shrink)

Lists of species underpin many fields of human endeavour, but there are currently no universally accepted principles for deciding which biological species should be accepted when there are alternative taxonomic treatments (and, by extension, which scientific names should be applied to those species). As improvements in information technology make it easier to communicate, access, and aggregate biodiversity information, there is a need for a framework that helps taxonomists and the users of taxonomy decide which taxa and names should be used (...) by society whilst continuing to encourage taxonomic research that leads to new species discoveries, new knowledge of species relationships, and the refinement of existing species concepts. Here, we present 10 principles that can underpin such a governance framework, namely (i) the species list must be based on science and free from nontaxonomic considerations and interference, (ii) governance of the species list must aim for community support and use, (iii) all decisions about list composition must be transparent, (iv) the governance of validated lists of species is separate from the governance of the names of taxa, (v) governance of lists of accepted species must not constrain academic freedom, (vi) the set of criteria considered sufficient to recognise species boundaries may appropriately vary between different taxonomic groups but should be consistent when possible, (vii) a global list must balance conflicting needs for currency and stability by having archived versions, (viii) contributors need appropriate recognition, (ix) list content should be traceable, and (x) a global listing process needs both to encompass global diversity and to accommodate local knowledge of that diversity. We conclude by outlining issues that must be resolved if such a system of taxonomic list governance and a unified list of accepted scientific names generated are to be universally adopted. (shrink)

Livro-texto de introdução à lógica, com (mais do que) pitadas de filosofia da lógica, produzido como uma versão revista e ampliada do livro Forallx: Calgary. Trata-se da versão de 13 de outubro de 2022. Comentários, críticas, correções e sugestões são muito bem-vindos.

William Sharp Macleay developed the quinarian system of classification in his Horæ Entomologicæ, published in two parts in 1819 and 1821. For two decades, the quinarian system was widely discussed in Britain and influenced such naturalists as Charles Darwin, Richard Owen, and Thomas Huxley. This paper offers the first detailed account of Macleay’s development of the quinarian system. Macleay developed his system under the shaping influence of two pressures: (1) the insistence by followers of Linnaeus on developing artificial systems (...) at the expense of the natural system and (2) the apparent tension between the continuity of organic nature and the failure of linear classification schemes (which continuity seemed to require). Against what he perceived as dogmatic indolence on the part of the Linnaeans, Macleay developed a philosophy of science in which hypotheses that exceeded the available evidence should be proposed and subjected to severe tests. He also developed a novel comparative anatomical methodology, the method of variation, to aid in his search for the natural system. Using this method, he developed an intricate system that showed how organic nature could be continuous without being linear. A failure to appreciate these facets of Macleay’s thought has led to several misunderstandings of him and his work, most notably that he was an idealist. These misunderstandings are here rebutted. (shrink)

forall x: Dortmund is an adaptation and German translation of forall x: Calgary. As such, it is a full-featured textbook on formal logic. It covers key notions of logic such as consequence and validity, the syntax of truth-functional (propositional) logic and truth-table semantics, the syntax of first-order (predicate) logic with identity and first-order interpretations, formalizing German in TFL and FOL, and Fitch-style natural deduction proof systems for both TFL and FOL. It also deals with some advanced topics such as the (...) syntax and (Kripke-)semantics of modal logic. The book is provided in PDF and in LaTeX source code. A booklet with solutions for the exercises in the book is available. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Scrutinizing the Art of TheaterAaron Meskin (bio)IntroductionIn his 1992 address to the American Society for Aesthetics, Peter Kivy suggested that philosophers of art might do best by giving up on “grand theorizing” (that is, pursuing the definition of art).1 In its place he proposed that they pursue the “careful and imaginative philosophical scrutiny of the individual arts and their individual problems.”2 Of course John Passmore and others had said (...) similar things at earlier points,3 but philosophical aesthetics has, it seems to me, finally and robustly taken the turn toward the philosophies of the arts. Much of the best work in philosophical aesthetics over the last fifteen years or so has pursued the route Kivy suggested. James Hamilton’s The Art of Theater is part of this turn—it is careful and imaginative scrutiny of the art of theater done at the very highest level, and I am delighted to have this opportunity to comment on it.4In what follows I shall address a number of issues raised by Hamilton’s work: the definition of theatrical enactment; the place of pretending and imagining in theatrical performance; the nature of Hamilton’s “ingredients model” and its relation to more traditional accounts of the work/performance relation; the account of theatrical style on offer; and the question of what we have learned from experimental theater.But before I move on to address those aspects of the book’s content in detail, let me say something about the pedagogical significance of this work. Although there are a number of legitimate ways to teach introductory courses on aesthetics and the philosophy of art (for example, by following a historical progression or by structuring it around certain key issues), one increasingly attractive option is to teach a course that focuses on those aforementioned individual arts and their individual problems. So, for example, I used to regularly teach graduate seminars in aesthetics to students enrolled [End Page 51] in a fine arts doctoral program. These students studied music, art education, the visual arts, theater, and dance; the seminars were designed to provide them with a broad foundation in philosophical aesthetics. Since they typically had no background in philosophy, I made the effort to assign readings and topics relevant to their own artistic practices and interests. Providing them with contemporary cutting-edge philosophical material on music and the visual arts was not hard. Kivy’s work, as well as that by Jerrold Levinson, Arthur Danto, Richard Wollheim, and others, makes that fairly easy. And intriguingly—since philosophers are commonly said to have ignored the art of dance—there’s even a decent amount of recent philosophical work on that art form by such authors as Graham McFee, Frances Sparshott, and Noël Carroll and Sally Banes.5 But where to turn to for the theater students? I would often read some of Aristotle’s Poetics with them, but I have to admit that the serious students of the theater that I encountered in those seminars typically knew that text much better than I did. (Still, I hope I challenged their breezy assumptions about catharsis!) We would read Hume on tragedy together—fun, but not really so much about the theater—and sometimes a bit of Nietzsche. But there was never much to give them from contemporary philosophers on the subject—a few articles here and there, of course, but nothing that clearly laid out the big and distinctive issues that the art form of theater raises. Nothing, to put the point a bit differently, that would provide any evidence that there really was a lively and extant philosophy of theater out there, as there are lively and extant philosophies of film, music, literature, and photography. In short, for those attracted to the prospect of teaching aesthetics as the philosophies of arts, the dearth of good work on theater by contemporary philosophers has been a significant source of frustration and even a bit of an embarrassment.The book in question is not the only recent philosophical work on theater. There are fine articles on the topic by David Osipovich, David Saltz, and Paul Woodruff, among others. Hamilton himself has a string of... (shrink)

Recently Graham Badley :631–641, 2016) made the case that the "pragmatic university” represents a viable future for the post-modern institution. In his construction of the pragmatic university, Badley largely draws upon the vision laid out by Richard Rorty. While Rorty’s neopragmatism offers an important perspective on the pragmatic institution, I believe that John Dewey’s classical pragmatism offers a richer and more capable vision of the university. The aim of this paper is to develop a view of the pragmatic university (...) drawn from Dewey’s philosophy. His writings on the university offer a unique and viable path forward because he directly engages a reconstruction of the relationship between knowledge and experience in the context of post-secondary education. (shrink)

It’s a Wonderful Life (Capra, 1946) presents a plausible theory of the meaning of life: One's life is meaningful to the extent that it promotes the good. Although this theory is credible, the movie suggests a problematic refinement in the Pottersville sequence. George's waking nightmare asks us to compare the actual world with a world where he did not exist. It tells us that we are only responsible for the good that would not exist had we not existed. I argue (...) that this is a bad test. It fails when there are redundant causes. (shrink)

This article analyzes the epistemological aims and justification of character education legislation passed by the North Carolina General Assembly. I take this specific state law as representative of the broader national trends in the character education movement. I primarily use the work of Richard Rorty as the theoretical lens for the analysis and critique. I conclude by commending aspects of the legislative effort, but I suggest that greater emphasis must be placed on strengthening students' ethics through democratic action inside (...) and outside schools and not on a right-leaning, conservative, and didactic curriculum. Further, as social foundations educators, it is imperative to make strides in our classrooms to expose preservice teachers to the apparent and hidden contradictions of using character education as a tool of educational reform. (shrink)

Nietzsche's late works are brilliant and uncompromising, and stand as monuments to his lucidity, rigour, and style. This volume combines, for the first time in English, five of these works: The Antichrist, Ecce Homo, Twilight of the Idols, Nietzsche contra Wagner, and The Case of Wagner. Here, Nietzsche takes on some of his greatest adversaries: traditional religion, contemporary culture, and above all his one-time hero, the composer Richard Wagner. His writing is simultaneously critical and creative, putting into practice his (...) alternative philosophical vision, which, after more than a hundred years, still retains its startling novelty and audacity. These new translations aim to capture something of the style and rhythm of the original German, so that the reader can get a sense of Nietzsche as not just a philosopher but also a consummate artist, capable of 'dancing with his pen', and as untimely as he claims to be. (shrink)