The historical crisis, by J. T. Marcus.--History and the search for identity, by P. Smith.--The role of history, by J. H. Plumb.--History as progress, by E. H. Carr.--On optimism, by P. Gay.--The purpose of history, by G. R. Elton.--The uses of history, by D. H. Fischer.--The dangers of history, by H. Butterfield.--Unity of history, by P. Smith.--History as private enterprise, by H. Zinn.--The historian and his day, by J. H. Hexter.--Present interest, by S. Kracauer.--On becoming an historian, by M. Duberman.--Vietnam (...) analogy: Greece, not Munich, by A. J. Mayer.--Analogies, by D. H. Fischer.--The tragic element in modern international conflict, by H. Butterfield. (shrink)

D’Arcy Thompson’s drawings showing coordinated differences between the shape of an individual of one species and the shape of an individual of another have been reproduced and discussed countless times. However, while they have been widely regarded as inspirational, their interpretation in causal terms has proved difficult, and there is as yet no consensus on this matter. Here, I approach these Thompsonian transformations from a particular angle, namely their dimensional insufficiency. I argue that this problem must be solved before the (...) issue of causality can be considered. This approach leads to the conclusion that Thompsonian transformations—or “morphological transformations”—have not taken place in evolution, and logically can never do so, because they involve the direct conversion of the adult form of one species into that of another. In contrast, “developmental transformations” do occur in the short term, within the lifetime of a single individual. And “evolutionary transformations” occur in the long term, in a context that can be described, following Scott Gilbert, as five-dimensional. I argue that these two kinds of transformation—developmental and evolutionary—have different causal agencies. I consider the possible nature of these agencies and, related to that, the way in which Thompson’s work connects with Darwinian evolutionary theory. (shrink)

To the medieval thinker, man was the center of creation and all of nature existed purely for his benefit. The shift from the philosophy of the Middle Ages to the modern view of humanity's less central place in the universe ranks as the greatest revolution in the history of Western thought, and this classic in the philosophy of science describes and analyzes how the profound change occurred. A fascinating analysis of the works of Copernicus, Kepler, Galileo, Descartes, Hobbes, Gilbert, (...) Boyle, and Newton, it not only establishes the reasons for the triumph of the modern perspective but also accounts for certain limitations that characterize contemporary scientific thought. (shrink)

Twentieth-century developments in quantum physics, together with an emerging science of consciousness, have created the need for a new cosmology, or model of the universe. The theory of process contained in THE REFLEXIVE UNIVERSE places consciousness within the context of contemporary science. One of the central themes of this extraordinary work is that each successive organization of matter, from fundamental particles in physics to living organisms, expresses a particular stage in the evolution of mind. Starting with the photon, the basic (...) unit of light, and moving through atomic physics, molecular chemistry, the morphology of plants and animals and finally to levels of human evolution, Young develops his theory in vivid step-by-step detail. Consciousness, in his point of view, is not isolated from the material universe. It exists in a continuum, one in which physical and nonphysical realms can be linked and the teachings of mythology and religion can be integrated. To order: FAX: 415-883-9280; e-mail: [email protected]; or write: Anodos Foundation, c/o Publishers Services, P.O. Box 2510, Novato, CA 94948. Visa and MasterCard only. Trade STOP orders 40% plus postage. (shrink)

Contains an overall account of morality in its philosophical format particularly with regard to problems of observation, evidence, and truth.

This article explores a case study of a mindfulness teacher, Beth, and her experiences of teaching mindfulness to 11- to 16-year-olds in several English schools. It shows why Beth was drawn to teaching mindfulness, which was both to alleviate the stress amongst her pupils and improve her own mental health. It illustrates how and why she became a confident, successful mindfulness teacher: she learnt about mindfulness at various classes, retreats and teacher-education training sessions, spending thousands of pounds on her own (...) training. It argues that her positioning as a mindfulness teacher in an unmindful school system created an overwhelming demand for her services, but also huge stress upon her. It develops McCaw’s conceptions of ‘thin’ and ‘thick’ mindfulness (2020), arguing that while Beth began by practising ‘thin’ mindfulness – seeing it as a way of solving exam stress amongst her pupils – she became increasingly a ‘thick’ practitioner; her experiences of mindfulness led to profound personal change and, ultimately, to her becoming very disillusioned about teaching mindfulness in an unwelcoming educational, ‘unmindful’ environment. (shrink)

Machine generated contents note: General editor's preface; Editorial notes and references; Introduction; Notes on text and translation; Chronology; Bibliography; Part I. On the Fourfold Root of the Principle of Sufficient Reason: 1. Introduction; 2. Survey of what is most important in previous teachings about the principle of sufficient reason; 3. Inadequacy of previous accounts and sketch of a new one; 4. On the first class of objects for the subject and the form of the principle of sufficient reason governing in (...) it; 5. On the second class of objects for the subject and the form of the principle of sufficient reason governing in it; 6. On the third class of objects for the subject and the form of the principle of sufficient reason governing in it; 7. On the fourth class of objects for the subject and the form of the principle of sufficient reason governing in it; 8. General remarks and results; Variants in different editions; Collation of the two editions; Part II. On Vision and Colours: 9. On vision; 10. On colours; Variants in different editions; Part III. On Will in Nature: 11. Introduction; 12. Physiology and pathology; 13. Comparative anatomy; 14. Plant physiology; 15. Physical astronomy; 16. Linguistics; 17. Animal magnetism and magic; 18. Sinology; Reference to ethics; Conclusion; Variants in different editions; Glossary of names; Index. (shrink)

v. 1. Critical essays.--v. 2. Collected essays, 1929-1968.

Le proslogion de saint Anselme n'est pas une oeuvre tres connue, bien que les commentaires de ses chapitres 2 a 4 sur l'argument appele par Kant ontologique soient en nombre infini.

First published in 1818, The World as Will and Representation contains Schopenhauer's entire philosophy, ranging through epistemology, metaphysics, philosophy of mind and action, aesthetics and philosophy of art, to ethics, the meaning of life and the philosophy of religion, in an attempt to account for the world in all its significant aspects. It gives a unique and influential account of what is and is not of value in existence, the striving and pain of the human condition and the possibility of (...) deliverance from it. This new translation of the first volume of what later became a two-volume work reflects the eloquence and power of Schopenhauer's prose and renders philosophical terms accurately and consistently. It offers an introduction, glossary of names and bibliography, and succinct editorial notes, including notes on the revisions of the text which Schopenhauer made in 1844 and 1859. (shrink)

Arthur Waley's brilliant and definitive translation of one of the foremost of all mystical books, Lao Tzu's Tao Te Ching, has become a modern classic in its own right. Unlike previous translations, it is founded not on the medieval commentaries but on a close study of all the early Chinese literature, and it provides a singular example of authoritative scholarship skillfully blended with brilliant, precise writing. In his introduction, Dr. Waley gives an extensive scholarly account of Chinese thought down (...) to the end of the third century B.C. Here, the author presents a full picture of Chinese prehistory, early philosophy, and literature, showing the original, lofty conception of Taoism before the gradual corruption through the course of centuries, tracing this conflict of philosophies and its background of politics. (shrink)

One important concern regarding implantable Brain Computer Interfaces is the fear that the intervention will negatively change a patient’s sense of identity or agency. In particular, there is concern that the user will be psychologically worse-off following treatment despite postoperative functional improvements. Clinical observations from similar implantable brain technologies, such as deep brain stimulation, show a small but significant proportion of patients report feelings of strangeness or difficulty adjusting to a new concept of themselves characterized by a maladaptive je ne (...) sais quoi despite clear motor improvement. Despite the growing number of cases in the DBS literature, there is currently no accepted or standardized tool in neuroethics specifically designed to capture the phenomenological postoperative experience of patients implanted with DBS or BCI devices. Given potential risks of postoperative maladaptation, it is important for the field of neuroethics to develop a qualitative instrument that can serve as a shared method for capturing postoperative variations in patient experience of identity and agency. The goal of this article is to introduce an instrument we have developed for this purpose and call for further neuroethical efforts to assess the phenomenology of implantable brain device use. (shrink)

"Popular summaries of existentialism and Sartre's ideas have ensured a wide currency for such words as 'absurdity', 'nothingness', 'engagement', 'shame', and 'anguish'. But for Sartre, each of these words embodies a precise philosophical concept which he applies and explores further in his fiction and plays. Synthesized in 'Being and Nothingness' and 'Critique of Dialectical Reason', these concepts comprise a fully articulated philosophical system which, as Arthur C. Danto argues, in its vision and scope, logical responsibility and human relevance, takes (...) its place among the greatest of philosophical achievements. This book offers a synoptic and sympathetic reconstruction of the Sartrean system and in particular Sartre's analysis of the nature of language, consciousness, knowledge, self, and values." --Descripción del editor. (shrink)

Surveying nearly seven decades of habitual and obsessive reading, I consider how my character and psychology used reading to shape philosophical questions that move me into forms in which I could pursue them by reading. This became both the method and the substance of my philosophical work. It preserved some core emotional issues but also gave me the way to integrate them into scholarship and into my life.

A long-awaited translation on the philosophical relation between technology, the individual, and milieu of the living.

This paper argues for a methodological point that bears on a relatively long-standing debate concerning collective beliefs in the sense elaborated by Margaret Gilbert: are they cases of belief or rather of acceptance? It is argued that epistemological accounts and distinctions developed in individual epistemology on the basis of considering the individual case are not necessarily applicable to the collective case or, more generally, uncritically to be adopted in collective epistemology.

Ethics and the Community of Inquiry gets to the heart of democratic education and how best to achieve it. The book radically reshapes our understanding of education by offering a framework from which to integrate curriculum, teaching and learning and to place deliberative democracy at the centre of education reform. It makes a significant contribution to current debates on educational theory and practice, in particular to pedagogical and professional practice, and ethics education.

BonJour offers two main reasons for supposing that there is such a thing as rational insight into necessity. First, he says there are many examples in which it clearly seems that one has such insight. Second, he argues that any epistemology denying the existence of rational insight into necessity is committed to a narrow skepticism. After commenting about possible frameworks for epistemological justification, I argue against these two claims in reverse order.

Asl. Atthasalinl of Buddhaghosa, ed. PTS. 1897. BB. Bibliotheca Buddhica, Petrograd. BC. Buddhacarita, ed. Cowell, Oxford, 1893. BCA. ...

The English Franciscan, William of Ockham (c. 1285-1349), was one of the most important thinkers of the later middle ages. Summoned to Avignon in 1324 to answer charges of heresy, Ockham became convinced that Pope John XXII was himself a heretic in denying the complete poverty of Christ and the apostles and a tyrant in claiming supremacy over the Roman empire. Ockham's political writings were a result of these personal convictions, but also include systematic discourses on the basis and functions (...) of spiritual and secular power as well as exhaustive discussions of Franciscan poverty and the general problem of papal heresy. Ockham emerges in this study as a man deeply committed to natural and Christian human rights, who found these fundamental values so seriously menaced in his time that their survival could be assured only by radical, even revolutionary, personal action and by a basic reworking of traditional political thought. (shrink)

It's not always the person who is right who wins the arguments, more often it's the person who argues best. Gilbert's practical, clever guide--which also serves as a text for his popular seminars on the art of arguing--shows readers how to hone their polemical skills, and how to counter the verbal weapons that may be in an opponent's arsenal.

The studies by Trickey and Topping, which provide empirical support that philosophy produces cognitive gains and social benefits, have been used to advocate the view that philosophy deserves a place in the curriculum. Arguably, the existing curriculum, built around well-established core subjects, already provides what philosophy is said to do, and, therefore, there is no case to be made for expanding it to include philosophy. However, if we take citizenship education seriously, then the development of active and informed citizens requires (...) an emphasis on citizen preparation, but significantly more than the existing curriculum can provide, namely, the acquisition of knowledge and skills to improve students’ social and intellectual capacities and dispositions as future citizens. To this end, I argue for a model of democratic education that emphasises philosophy functioning educationally, whereby students have an integral role to play in shaping democracy through engaging in philosophy as collaborative inquiry that integrates pedagogy, curriculum and assessment. I contend that only philosophy can promote democracy, insofar as philosophical inquiry is an exemplar of the kind of deliberative inquiry required for informed and active democratic citizenship. In this way, philosophy can make a fundamental and much needed contribution to education. (shrink)

The English Franciscan, William of Ockham (c. 1285-1349), was one of the most important thinkers of the later middle agesThis book provides a coherent account of Ockham's aims and the principles operating in all his political works.

Within the community of inquiry literature, the absence of the notion of genuine doubt is notable in spite of its pragmatic roots in the philosophy of Charles Sanders Peirce, for whom the notion was pivotal. We argue for the need to correct this oversight due to the educational significance of genuine doubt—a theoretical and experiential understanding of which can offer insight into the interrelated concepts of wonder, fallibilism, inquiry and prejudice. In order to detail these connections, we reinvigorate the ideas (...) of Peirce by borrowing the language and concepts of Albert Camus, at the same time demonstrating their unlikely congruence. In particular, we argue for the necessity of genuine doubt along with the need for the presence of a diversity of prejudices as a starting point for genuine inquiry. (shrink)

This is a revised and expanded edition of a seminal work in the logic and philosophy of time, originally published in 1968. Arthur N. Prior was the founding father of temporal logic, and his book offers an excellent introduction to the fundamental questions in the field. Several important papers have been added to the original selection, as well as a comprehensive bibliography of Prior's work and an illuminating interview with his widow, Mary Prior. In addition, the Polish logic which (...) made Prior's writings difficult for many readers has been replaced by standard logical notation. This new edition will secure the classic status of the book. (shrink)