The paper includes a series of letters exchanged between the author and the late Professor Feyerabend, concerning the best "method" for military intelligence, as a test case for the role of conceptual frameworks in philosophy of science. The letters deal with issues like: Is it possible to make an intelligence estimate without a conceptual framework? Does such a framework have any 'positive' role? If so, how should a conceptual framework in intelligence be built? What risks lurk within it? Is it (...) possible to indicate methods for intelligence estimates which are 'better' and more 'successful' than others? (shrink)

This paper is about teaching philosophy to high school students through Lincoln-Douglas (LD) debate. LD, also known as “values debate,” includes topics from ethics and political philosophy. Thousands of high school students across the U.S. debate these topics in class, after school, and at weekend tournaments. We argue that LD is a particularly effective tool for teaching philosophy, but also that LD today falls short of its potential. We argue that the problems with LD are not inevitable, and we offer (...) strategic recommendations for improving LD as a tool for teaching philosophy. Ultimately, our aim is to create a dialogue between LD and academic philosophy, with the hope that such dialogue will improve LD’s capacity to teach students how to do philosophy. (shrink)

Scientific endeavor is the pursuit of knowledge with the aim of advancing the welfare of all human beings. This endeavor is built on the ideology of science; thus, society relies on the integrity of the practice of science and of scientists themselves. The responsible conduct of research is the essence of good science; however, many of the pedagogical approaches used to instill integrity in science accentuate the negative rather than exemplify ideal professionalism. This paper makes an argument for the inculcation (...) of the appropriate conduct of research via a positive approach. We address the acclimation to the culture of science that supersedes diverse cultural backgrounds of students. We suggest techniques for the implementation of positive strategies and reinforce the benefit of approaching the teaching of ethical behavior as a competitive advantage. We highlight ways in which this approach can empower the individual scientist and the scientific community as a whole. Transmission of the culture of scientific professionalism formalizes the aims of an ideal scientific professional and encourages assimilation and identification as a member of the scientific profession. We purport that instilling scientific professionalism will spur responsible conduct of research. (shrink)

Talmon's treatment of nationalism varies in his different writings. This study will try to characterize his views as expressed in his final work, The Myth of the Nation and the Vision of Revolution. Through most of the book Talmon's preference for dealing with the vision of revolution, its prophets and bearers is very conspicuous. Their total devotion to restructuring and refashioning the whole world in accordance with the socialist ideology fascinated Talmon before it provoked him into analyzing it to death. (...) Nationalism, on the other hand, appears at best as a natural feeling of loyalty and at worst as a hateful, aggressive, and racist obsession. One of his outstanding interests in that book is in the internal debate among socialists about nationalism as a value and as a strategy, and in the tremendous prominence of Jews in this process. It is only towards the end of the book that Talmon presents his main thesis, the confrontation between the two totalitarian ideologies, Bolshevism and Fascism as deriving from socialism and nationalism, and embodying two kinds of determinism, economic and biological. Nationalism appears as an irrational phantasy, which had developed throughout the nineteenth century to its pivotal culmination in Nazism. This highly problematic thesis, though brilliantly expressed by captivating metaphors, should I think be explained and revised. (shrink)

-- 2. Emunah. Midot -- 3. Ḳinyene Torah -- ḥeleḳ 4. Tefilah, musar, Shabat, moʻadim --.

[1] Pinḳas ha-ḳabalot -- [2] Talmidaṿ (2 v.) -- [3] ʻInyene Elul ṿe-Yamim Noraʼim -- [4] ʻInyene Ḥanukah u-Furim.

A classic work of Jewish philosophy and Mussar by the famed Safed Kabbalist. Hebrew text with facing, new, annotated translation.

1. Sefer Anshe ḳodesh -- 2. Sefer Zeraʻ ḳodesh.

[1] Hagadah shel Pesaḥ -- [2] Pirḳe Avot -- [3] Mishle -- [4] Shir ha-shirim -- [5] Megilat Ḳohelet -- 6. Megilat Ekhah -- [7] Megilat Rut -- [8] Sefer Tehilim.

[1] Hagadah shel Pesaḥ -- [2] Pirḳe Avot -- [3] Mishle -- [4] Shir ha-shirim -- [5] Megilat Ḳohelet -- 6. Megilat Ekhah -- [7] Megilat Rut -- [8] Sefer Tehilim.