Introduction -- Wittgenstein's early conception of value -- An outline of tractarian ontology -- Value, the self, and the mystical -- The lecture on ethics -- Language-games, the private (...) language argument and aspect psychology -- Language-games -- The private language argument -- Aspect psychology -- The soul and attitudes towards the living -- Wittgenstein's general conception of the soul -- Ilham Dilman on the soul and seeing-as -- Religious contexts -- J.B. Watson and the denial of the soul -- Attitudes towards other minds and forms of life -- The soul and the face -- Aspect blindness and dawning -- Particularism, rule-following, and evaluations -- David McNaughton on the property of humanity and particularism -- John McDowell on rule-following and values -- Peter Winch on moral particularism -- The meaning and value of the religious point of view -- Wittgenstein on Frazer's golden bough -- Truth in religion -- Wittgenstein on art : reactions and causes -- Aesthetics, causes, and natural history -- A contemporary evolutionary account of aesthetic value -- Neuro-scientific accounts -- Aesthetic realism and the definition of art -- Aesthetic historicism and relativism -- Institutional and historical theories of art -- Forms of life, moral truth, and justification -- Cora Diamond on forms on seeing-as theory and imagination -- Paul Johnston on moral justification and truth -- D.Z. Phillips and H.O. Mounce on the justification of morality -- Doubt and certainty : framework beliefs and core values -- An overview of certainty -- Avrum Stroll, Anthony O'Hear , and Cyril Barrett on certainty and value -- Cultural relativism and institutional embodiment -- Peter Winch on cultural relativism -- Sabina Lovibond on moral facts and institutional embodiment -- Cyril Barrett on cultural relativism -- Conclusion: How to do things with Wittgenstein. (shrink)
Es gibt Eigenschaften, die in ihren empirischen Vorkommnissen gradativ sind, wie z.B. die Eigenschaften, etwas zu wissen und mächtig zu sein] d.h. man kann mehr oder (...) class='Hi'> weniger wissen, jemand ist mächtiger oder weniger mächtig als sein Gegenüber usw. usf. Dieser Aufsatz versucht Eigenschaftsexemplifikationen im Bereich von empirischen (Minima und) Maxima an Beispielen von Macht und Wissen dahingehend zu analysieren, ob sie tatsächlich dieselben Eigenschaften wie die durch Standardbeispiele aus dem "mittleren Bereich" definierten (Begriffe von) Eigenschaften betreffen. Es werden Argumente für die Auffassung vorgelegt, im (Grenz-)Bereich der Minima und Maxima (wenigstens der Beispieleigenschaften) gebe es Fälle, wo es sich nicht (mehr) um dieselbe Eigenschaft handeln kann. Paradox formuliert: Es gibt Eigenschaften, deren Maxima (oder Minima) nicht mehr dieselbe Eigenschaft sind. (shrink)
A is for Alice and astronomers arguing about acceleration -- B is for Bernard's body-exchange machine -- C is for the Catholic cannibal -- D is for Maxwell (...) class='Hi'>'s demon -- E is for evolution (and an embarrassing problem with it) -- F is for the forms lost forever to the prisoners of the cave -- G is for Galileo's gravitational balls -- H is for Hume's shades -- I is for the identity of indiscernibles -- J is for Henri Poincaré and alternative geometries -- K is for the Kritik and Kant's kind of thought experiments -- L is for Lucretius' spear -- M is for Mach's motionless chain -- N is for Newton's bucket -- O is for Olbers' paradox -- P is for Parfit's person -- Q is for the questions raised by thought experiments quotidiennes -- R is for the rule-ruled room -- S is for Salvatius' ship, sailing along its own space-time line -- T is for the time-travelling twins -- U is for the universe, and Einstein's attempts to understand it -- V is for the vexed case of the violinist -- W is for Wittgenstein's beetle -- X is for xenophanes and thinking by examples -- Y is for counterfactuals and a backwards approach to history -- Z is for Zeno and the mysteries of infinity. (shrink)
Did the September 11, 2001 terrorist attacks on the U.S. cause the values of teenagers in the U.S. to change? Did their previously important self-esteem (...) and self-actualization values become less important and their survival and safety values become more important? Changes in the values of teenagers are important for practitioners, managers, marketers, and researchers to understand because high school students are our current and future employees, managers, and customers, and research has shown that values impact work and consumer-related attitudes and behaviors. Further, studies that compared higher to lower performing for-profit and not-for-profit companies have found that higher performing organizations had strong values that permeated their organizations [Collins J. C., and J. I. Porras: 1994, Built to Last: Successful Habits of Visionary Companies (New York, Harper Business); O’Reilly, C. A. and J. A. Chatman: 1996, in B. M. Staw and L. L. Cummings (eds.), Research in Organizational Behavior, vol. 18 (JAI Press, Greenwhich, CT), pp. 157–200; O’Reilly, C. A.: 1989, California Management Review 31(4), 9–25; Posner, B. Z., and W. H. Schmidt: 1996, Public Personnel Management, 25(3), 277–298; Rousseau, D.: 1990, Group and Organization Studies 15(4), 448–460; Schein, E. H.: 2004, Organizational Culture and Leadership. San Francisco, Jossey Bass)]. While one study of adults found value changes, no known studies have explored if the values of teenagers also changed post-9/11. This study filled that research gap by exploring the values of a random sample of 1000 U.S. teenagers in grades 9 to 12 pre- and post-9/11, using a demographic questionnaire and the Rokeach Value Survey. The research results indicated that teenage survival, safety, and security values (a world at peace, freedom, national security, and salvation) increased in importance while their self-esteem and self-actualization values (a sense of accomplishment, inner harmony, pleasure, self-respect, and wisdom) decreased in importance, mirroring the changes for adults. The meaning of these findings for practitioners, managers, marketers and researchers was discussed. (shrink)
The article is an analysis of various versions of the correspondence theory of truth and shows that this theory - in all of its versions - rests on (...) class='Hi'>two irreconcilable assumptions. First, according to the theory, the relation between the truth bearer and the truth maker - i.e. the portion of reality which makes the bearer true - is a grounded relation, which means that it holds whenever the elements grounding the relation exist, and that each of the elements may exist independently of the other. Secondly, the correspondence theory of truth explicitly or implicitly presupposes that the truth maker always - i.e. necessarily - makes the truth bearer true. The first assumption implies that truth as a feature of convictions, assertions, judgments, etc. is either impossible or by nature unrecognizable. The second assumption is fulfilled only when the alleged "grounded" relation is replaced by an internal relation of identity between the truth bearer and its truth maker. The thesis that the so-called relation of correspondence between thought and reality is essentially their identity follows - contrary to what is commonly believed - from every version of the correspondence theory of truth that does not lead to either nihilism or scepticism. The author illustrates this fact by means of an analysis of the theories of G. E. Moore, B. Russell, H. Field, B. Smith and A. Newman. All of this paves the way for the identity theory of truth, which nevertheless faces its own difficulties in providing a satisfactory explanation of the existence of falsity. (shrink)
An d rew Ku per begins his cri ti que of my vi ews on poverty by accepti n g the crux of my moral argument: The (...) interests of all persons ought to count equally, and geographic location and citizenship m a ke no intrinsic differen ce to the ri gh t s and obl i ga ti ons of i n d ivi du a l s . Ku per also sets out some key facts about global poverty, for example, that 30,000 children die every day from preventable illness and starvation, while most people in devel oped nati on s have plenty of disposable income that they s pend on lu x u ries and items that sati s f y mere wants, not basic needs. Yet after summarizing an essay I wrote for the New York Times Magazine in which I argued that the avera ge Am erican family should don a te a l a r ge porti on of t h eir income to or ga n i z ati ons like UNICEF and Ox f a m , Ku per wri te s : “ But if Si n ger ’s ex h ort a ti ons make you want to act immediately in the ways he recom m en d s , you s h ould not do so.” Why not? Because the approach I advoc a te “would seriously harm the poor.” These are strong words. It is startling to be told that a substantial transfer of resources from comfortably-off American families to UNICEF or Oxfam would harm the poor. What abo ut those 3 0,0 0 0 ch i l d ren dyi n g from preventable illness and starvation? In its 2001 fund-raising material,the U.S. Committee for UNICEF says that a donation of $17 will provide immunization “to protect a child for life against the six leading ch i l d - killing and maiming diseases:measles,polio. (shrink)
Eine Reihe von mittelalterlichen Schriften zur Landmessung (vom 9. islamischen Jahrhundert bis zu Fibonacci und Pacioli) enthält eine besondere Art von âalgebraischen Aufgaben. Darin werden z (...) class='Hi'>.B. die Summe der Fläche und einer oder alle vier Seiten eines Quadrates beschrieben und nach der Seite gefragt. Es zeigt sich erstens, daà dieser Aufgabentyp mindestens seit dem frühesten 2. vorchristlichen Jahrtausend von geometrischen Praktikern tradiert wurde, und zweitens, daà er die Entwicklung einer âAlgebra in der altbabylonischen Schreiberschule inspirierte. Der Aufsatz untersucht, in welcher Weise die Ãberführung der âsub-wissenschaftlichen Praktikertradition in einen systematischen Schulunterricht den mathematischen Inhalt und den Denkstil künftiger Praktiker präge. Im letzten Kapitel wird diskutiert, inwieweit es sinnvoll ist, innerhalb dieser Schulalgebra von âSchulen zu sprechen. (shrink)
