This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (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)

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.

We investigate the relationship between three-valued Kripke/Kleene semantics and stratified semantics for stratifiable logic programs. We first show these are compatible, in the sense that if the three-valued semantics assigns a classical truth value, the stratified approach will assign the same value. Next, the familiar fixed point semantics for pure Horn clause programs gives both smallest and biggest fixed points fundamental roles. We show how to extend this idea to the family of stratifiable logic programs, producing a semantics we call (...) weak stratified. Finally, we show weak stratified semantics coincides exactly with the three-valued approach on stratifiable programs, though the three-valued version is generally applicable, and does not require stratification assumptions. (shrink)

Seder ha-teshuvah -- Marpe la-nefesh -- Teshuvah me-ḥayim.

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)

Mentoring Away the Glass Ceiling in Academia: A Cultured Critique describes how women of diverse backgrounds perceive their mentoring experiences or the lack of mentoring experiences in the academy. This book provides a space for envisioning strategies and practices to improve mentoring practices and the collegiate environment.