Much as we would like to conceive empirical thought as rationally grounded in experience, pitfalls await anyone who tries to articulate this position, and ...

Britain's “restless republic” survived for only eleven turbulent years, from 1649 to 1660. Britain today is a somewhat restless monarchy, troubled from within by two turbulent and disgruntled royal princes, Andrew and Harry, and from without by considerable public unease. If the two princes had been firstborns rather than younger brothers, and in the direct line of succession, the long-term future of the monarchy would look very uncertain. Charles I, stubborn and inept, was a younger brother too. Had his very (...) popular older brother Henry, Prince of Wales, not died at the age of eighteen, from typhoid fever caught by swimming in the river Thames (very unwise then as now), the English Revolution might well never have happened. A generation later, Charles II came close to facing a second revolution, so we monitor the reign of Charles III with interest and some trepidation.Keay gives us the dramatic history of the republic through the eyes and lives of a dozen or so very diverse individuals and families. They include several major players, such as John Bradshaw, the judge who sentenced the king to death; Oliver Cromwell, the Lord Protector; and George Monck, architect of the Restoration. The cast of characters also includes a brilliant, time-serving journalist, a Norfolk country squire, a formidable French-born countess, an ambitious inventor, a lowborn visionary and prophetess, and Gerrard Winstanley, leader of the tiny Digger movement. Winstanley established a small and short-lived communist settlement in Surrey in 1649, and his name is still commemorated centuries later in an obelisk standing in Moscow's Red Square, credited as a forerunner of the Bolshevik Revolution. The settlement's site is now, paradoxically, home to a gated community of the megarich. Keay weaves these personal stories into a wider narrative of events across England, Scotland, and Ireland. Remarkably, she gives us a sympathetic and empathetic insight into each of her diverse subjects’ minds and lives. We enter their worlds and see events through their eyes, words, and actions. The composite world that emerges is splintered and full of contradictions, and Keay does not ignore the sometimes darker elements in her subjects’ visions and lives. I have been reading and writing on this period for over fifty years, and this book is probably the most engaging, page-turning account of it that I have encountered. Keay captures brilliantly its people and places, and her judgments are sharp and perceptive. There are lots of good pictures too. This is an ideal introduction for anyone coming new to the subject, or indeed new to history, and with plenty to delight hardened veterans too. Do read it. (shrink)

Written over the last two decades, John McDowell's papers, as a whole, deal with issues of philosophy. Specifically, separate groups of essays look at the ethical writings of Aristotle and Plato; moral questions regarding the Greek tradition; interpretations of Wittgenstein's work; and, finally, questions about personal identity and the character of first-person thought and speech.

Much as we would like to conceive empirical thought as rationally grounded in experience, pitfalls await anyone who tries to articulate this position, and ...

For nineteenth century British scientific naturalists like Charles Darwin, Thomas Henry Huxley, and John Tyndall, translation, and the issues of language that it raised, were crucial. Dealing with these issues became a major part of their strategy to reform British science, and it involved opening up the scientific community to French and German research. Early in their careers, both Huxley and Tyndall invested time translating science books from the continent into English. Later, as they themselves wrote books that (...) were in demand across the channel, they, and Darwin, put a great deal of time and energy into locating the best possible translators for their writings. Translation was not only a key to reforming British science; it was also essential as a means of circulating the evolutionary worldview of scientific naturalism globally. But Darwin, Huxley, and Tyndall were not fully prepared for the challenges they would encounter in authorizing translations of their own works. (shrink)

Reason and Ethics in Hobbes's Leviathan JOHN DEIGH HOBBES'S ETHICS teaches the ways of self-preservation. Its lessons are arranged in a system of rules that Hobbes understood to be the laws of nature. These two themes, self-preservation and natural law, have inspired opposing inter- pretations of Hobbes's text. The historically dominant and still prevailing interpretation, which develops the former theme, is that Hobbes's ethics is a form of egoism. A later and less popular interpretation, which develops the latter theme, (...) is that his ethics is a system of absolutes, "a strict deontology. ''1 These two interpretations represent a dispute between what I will call ortho- doxy and dissent in Hobbes scholarship. The dispute chiefly turns on two questions: What is the basis of Hobbes's ethics? and How stringent are the rules it comprises?' Orthodoxy takes Hobbes's ethics to be based on his moral psychology, specifically, his theory of motivation. That theory, on the orthodox reading, is thoroughly egocentric. It holds that all voluntary action springs from self- interest.3 Hence, on this reading, one can attribute to Hobbes the view that a I am grateful to Ed Curley, Bernard Gert, Richard Kraut, Connie Rosati, and Ira Singer for their helpful comments on an earlier draft of this essay. ' A. E. Taylor, "The Ethical Doctrine of Hobbes," Philosophy a 3 : 406-24, esp. 408. ' One can find the orthodox interpretation in Henry Sidgwick's Outline of the History... (shrink)

Reason and Ethics in Hobbes's Leviathan JOHN DEIGH HOBBES'S ETHICS teaches the ways of self-preservation. Its lessons are arranged in a system of rules that Hobbes understood to be the laws of nature. These two themes, self-preservation and natural law, have inspired opposing inter- pretations of Hobbes's text. The historically dominant and still prevailing interpretation, which develops the former theme, is that Hobbes's ethics is a form of egoism. A later and less popular interpretation, which develops the latter theme, (...) is that his ethics is a system of absolutes, "a strict deontology. ''1 These two interpretations represent a dispute between what I will call ortho- doxy and dissent in Hobbes scholarship. The dispute chiefly turns on two questions: What is the basis of Hobbes's ethics? and How stringent are the rules it comprises?' Orthodoxy takes Hobbes's ethics to be based on his moral psychology, specifically, his theory of motivation. That theory, on the orthodox reading, is thoroughly egocentric. It holds that all voluntary action springs from self- interest.3 Hence, on this reading, one can attribute to Hobbes the view that a I am grateful to Ed Curley, Bernard Gert, Richard Kraut, Connie Rosati, and Ira Singer for their helpful comments on an earlier draft of this essay. ' A. E. Taylor, "The Ethical Doctrine of Hobbes," Philosophy a 3 : 406-24, esp. 408. ' One can find the orthodox interpretation in Henry Sidgwick's Outline of the History.. (shrink)

The Metaphysical Society was founded in 1869 at the instigation of James Knowles (editor of the Contemporary Review and then of the Nineteenth Century) with a view to 'collect, arrange, and diffuse Knowledge (whether objective or subjective) of mental and moral phenomena' (first resolution of the society in April 1869). The Society was a private dining and debate club that gathered together a latter-day clerisy. Building on the tradition of the Cambridge Apostles, they elected talented members from across the Victorian (...) intellectual spectrum: Bishops, one Cardinal, philosophers, men of science, literary figures, and politicians. The Society included in its 62 members prominent figures such as T. H. Huxley, William Gladstone, Walter Bagehot, Henry Edward Manning, John Ruskin, and Alfred Lord Tennyson. (shrink)

The Metaphysical Society was founded in 1869 at the instigation of James Knowles (editor of the Contemporary Review and then of the Nineteenth Century) with a view to "collect, arrange, and diffuse Knowledge (whether objective or subjective) of mental and moral phenomena" (first resolution of the Society in April 1869). The Society was a private club which gathered together a latter-day clerisy. Building on the tradition of the Cambridge Apostles, they elected talented members from across the Victorian intellectual spectrum: Bishops, (...) one Cardinal, philosophers, men of science, literary figures, and politicians. The Society included in its 62 members prominent figures such as T. H. Huxley, William Gladstone, Walter Bagehot, Henry Edward Manning, John Ruskin and Alfred Lord Tennyson. The papers they produced are key primary sources which shed new light on the ideas of their authors on the burning subjects of the day, ranging from the existence and personality of God to the nature of conscience or the existence of the soul. They are a legacy of a period when intellectuals were wondering how, and what, to believe in a time of social change, spiritual crisis, and scientific progress. The dissolution of the Society in 1880 did not diminish the value of the papers: they illustrate a tradition of private, open discussion among famous men of the most widely varying views; they offer detailed insight into the evolution of the relationships between different schools of Victorian scientific and religious thought; and they bring to light heretofore under-represented points of conflict and harmony. All 95 papers are included, accompanied by introductions and scholarly notes that set each paper into their proper context. (shrink)

Clarifying the mission of the American high school / Ernest L. Boyer--Educational goals and curricular decisions in the new Carnegie Report / John Martin Rich--Essential schools : a first look / Theodore R. Sizer--Teaching and learning : the dilemma of the American high school / Chester E. Finn, Jr.--The paideia proposal : rediscovering the essence of education / Mortimer Adler--The paideia proposal : noble amibitions, false leads, and symbolic politics / Willis D. Hawley--Cultural literacy : let's get specific / (...) E.D. Hirsch, Jr.--Cultural literacy : what every educator needs to know / Thomas H. Estes, Carol J. Gutman, and Elise K. Harrison--A blueprint for public education / John E. Chubb--Should market forces control educational decision making / Jack Tweedie--Teachers as transformative intellectuals / Henry A. Giroux--Dilemma language / Colin Lacey--Rich schools, poor schools : the persistence of unequal education / Arthur E. Wise and Tamar Gendler--Partial privatization of publice school finance / Thomas G. Fox and John Riew--Quality and equality in American education : public and Catholic schools / James S. Coleman--Oranges plus apples, Dr. Coleman, give you oranges plus apples / James Rogers--Synthesis of research on school-based management / Jane L. David--Unfulfilled promises / Betty Malen, Rodney T. Ogawa, and Jennifer Kranz--Effective high schools--What are the common characteristics? / Joseph Murphy and Philip Hallinger--Effective schools : a friendly but cautionary note / Larry Cuban--In education, magnets attract controversy / Mary Haywood Metz--Schools of choice : a path to educational quality or 'Tiers of inequity'? / Kathleen Sylvester--Interesting times / Alan H. Jones--Making a difference in educational quality through teacher education / Carolyn M. Evertson, Willis D. Hawley, and Marilyn Zlotnik--Developing a career ladder : getting down to the basics / Thomas Deering--The career ladder and lattice : a new look at the teaching career / Timothy J.L. Chandler, Stacey L. Lane, Janice M. Bibik, and Bernard Oliver--Equity, quality, and effectiveness in bilingual education / George M. Blanco--Bilingual--No! / Muriel Paskin Carrison--Multiethnic education and the quest for equality / James A. Banks--The limits of pluralism / M. Donald Thomas--The case for keeping mentally retarded children in your regular classrooms / Martin Tonn--Mainstreaming : a formative consideration / Harry N. Chandler--Reflections on three decades of eduction of the gifted / A. Harry Passow--Equity vs. excellence : an eductional drama / James J. Gallagher. (shrink)

In this new book, John McDowell builds on his much discussed Mind and World—one of the most highly regarded books in contemporary philosophy.

John Henry Newman was a theologian and vicar at the university church in Oxford who became a leading thinker in the Oxford Movement, which sought to return Anglicanism to its Catholic roots. Newman converted to Catholicism in 1845 and became a cardinal in 1879. He published widely during his lifetime; his work included novels, poetry and the famous hymn 'Lead, Kindly Light', but he is most esteemed for his sermons and works of religious thought. This volume, first published (...) in 1870, is an ambitious examination of the logical processes that underpin religious faith. Newman discusses how it is possible to believe what cannot be proven empirically, and postulates that the mind has the facility to bridge the logic gap to allow for humans to believe in things that they do not fully comprehend. A lucid and masterful work which remains relevant to contemporary discussions of faith. (shrink)

This is the second volume of John McDowell's selected papers.

As he practices this method, what emerges through the volume is the unity of McDowell’s own views.

On ne peut comprendre la position de cette œuvre, annoncée dès 1840 comme devant être tout à la fois 'ironique et polémique', sans savoir précisément ce à quoi elle s'oppose. On ne peut saisir le sens de cette opposition si on ne découvre ce qui en constitue le 'point archimédique'. Pour avoir compris cette triple exigence, l'auteur de cet essai fait découvrir dans le monde intellectuel danois du XIXe siècle, qu'il ressuscite, un monde si proche du nôtre qu'on s'en reconnaît (...) presque contemporain, jusqu'à souhaiter apprendre de Kierkegaard le secret d'une exemplaire résistance à la malhonnêteté et à l'irresponsabilité des 'brigands semi-cultivés' qui font de notre époque, comme de la sienne, une 'époque de désagrégation' et de notre société, plus encore que de la sienne, une société du 'nivellement'. Mais il avertit aussi bien que ce n'est pas en cherchant à tout savoir sur Kierkegaard qu'on apprendra quoi que ce soit de Kierkegaard. (shrink)

The religious autobiography of John Henry Newman (1801-1890), in which he discusses his conversion to Roman Catholicism.

But Joyce did not want his hero to be either Greek or English: he wanted him to be Jewish. To that end, a third archetype, and an actual historical person, comes in: Baruch Spinoza. That Joyce himself was acquainted with Spinoza from fairly early in his career seems indubitable. In 1903 he mentioned him twice in a review of J. Lewis McIntyre's Giordano Bruno.1 Also in 1903 Joyce met Synge in Paris, and the two argued about art. Synge finally told (...) Joyce, who was at this time forging his ironclad esthetic in Aristotelian or Thomistic terms, that he had a mind like Spinoza, a remark that Joyce passed on, presumably with some pride, to his mother and his brother. These are the only times in Joyce's life of which there is any published evidence of a connection between Spinoza and Joyce, and yet, as all readers of Ulysses know, Spinoza is Bloom's philosopher, and in Ulysses as a whole Spinoza plays a greater role than any other philosopher, including Aristotle and St. Thomas who appear, surprisingly, rarely and always, with one exception, in the Stephen Dedalus context. Spinoza is also a presence in Finnegans Wake. The appeal of Spinoza to Joyce both as a man and as a mind must have been considerable. · 1. How well Joyce knew Spinoza at this time is problematical. His review of McIntyre's book, entitled "The Bruno Philosophy," published in the Dublin Daily Express, 30 Oct. 1903 , is done in English style, that is, the reviewer makes assertions as if they were his own when in fact they come from the author of the book under review. Thus when Joyce says, "in his attempt to reconcile the matter and form of the Scholastics . . . Bruno had hardily out forward an hypothesis, which is a curious anticipation of Spinoza" , he is only saying what McIntyre himself had said, as the editors of The Critical Writings point out.In point of fact there is nothing "curious" about Bruno being a precursor of Spinoza. One of Spinoza's early mentors, Francis Van den Ende, introduced him early on to the philosophy of Bruno, who thus became one of the formative influences on Spinoza's thought. John Henry Raleigh, professor of English at the University of California at Berkeley, is the author of Matthew Arnold and American Culture; Time, Place, and Idea: Essays on the Novel; and a forthcoming book on Joyce, The Chronicle of the Blooms: "Ulysses" as Narrative. He is currently writing a book on Sir Walter Scott, "Ivanhoe" and Its Times. (shrink)

v. 1. General introduction to the study of Newman's philosophy.--v. 2. The text.

Genetic testing has historically been performed in the context of chronic disease and cancer diagnostics. The timelines for these tests are typically measured in days or weeks, rather than in minutes. As such, the concept that genetic information might be generated and then used to alter management in the acute setting has, thus far, not been feasible. However, recent advances in genetic technologies have the potential to allow genetic information to be generated significantly quicker. The m.1555A>G genetic variant is present (...) in one in 500 individuals and predisposes to profound hearing loss following the administration of aminoglycoside antibiotics. These antibiotics are used frequently in cases of neonatal sepsis and it is estimated that approximately 180 neonates in the UK are at risk of antibiotic induced hearing loss each year because of this genetic change. Knowledge of this variant in the acute setting would allow clinicians to prescribe alternative antibiotics. The Pharmacogenetics to Avoid Loss of Hearing study will implement a genetic point of care test for the m.1555A>G variant within two major UK based neonatal intensive care units. This represents the first trial of a genetic POCT aimed at altering management in the acute setting. This round table discussion outlines the novel ethical issues faced in the development of this trial and the legal barriers to implementation. We ask five stakeholders to provide their opinions on this trial and their perspectives on the concept of genetic testing in the acute setting.Trial registration numberISRCTN-13704894. (shrink)

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)

CHAPTER I1 BIOLOGY i BICHAT" Six months have passed since the centenary of the death of Bichat, which took place, in his thirty-first year, on July 22, ...

Very few biographies of Kant exist. The Neo-Kantian movement renewed interest in his life. During the last half of the 19th century, John Henry Wilbrandt Stuckenberg provided an eminently readable biography of Kant, as seen from a sympathetic, yet detached viewpoint.

" John McDowell is one of the most influential philosophers writing today. His work, ranging from interpretations of Plato and Aristotle to Davidsonian semantics, from ethics to epistemology and the philosophy of mind, has set the agenda for many recent philosophical debates. This volume contains the proceedings of the third Münsteraner Vorlesungen zur Philosophie which McDowell delivered in 1999: A lecture, entitled ""Experiencing the World"", introduces into the set of ideas McDowell developed in his groundbreaking book Mind and World. (...) The lecture is followed by ten brief essays, both interpretative and critical, in which students and faculty from the Department of Philosophy at the University of Münster discuss various aspects of McDowell's philosophy. The volume ends with responses by John McDowell. ". (shrink)

Though physicalism remains the most popular position in the metaphysics of mind today, there is still considerable debate over how to retain a plausible account of mental concepts consistently with a physicalistic world view. Philip Goff (Australasian Journal of Philosophy 89(2), 191–209, 2011) has recently argued that physicalism cannot give a plausible account of our phenomenal concepts, and that as such, physicalism should be rejected. In this paper I hope to do three things, firstly I shall use some considerations from (...) ontology to rebut Goff’s argument and consider some objections and replies. Secondly, I shall outline a version of a posteriori physicalism about phenomenal consciousness which draws on this particular ontology. Thirdly, I shall give support to this version of physicalism by arguing that it marries well with prominent theories in cognitive science, and has important advantages over other versions of a posteriori physicalism. (shrink)