Search results for 'Maxwell Primack' (try it on Scholar)

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  1.  20
    Maxwell Primack (1967). Outline of a Reinterpretation of Francis Bacon's Philosophy. Journal of the History of Philosophy 5 (2):123-132.
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  2.  8
    Maxwell Primack (1970). Harmonious Disagreement, Moral Commitment, and the APA. Journal of Critical Analysis 2 (3):13-20.
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  3. M. Maxwell & C. Wade Savage (eds.) (1989). Science, Mind, and Psychology: Essays in Honor of Grover Maxwell. University Press of America.
  4. Grover Maxwell & C. Wade Savage (1989). Science, Mind, and Psychology Essays in Honor of Grover Maxwell. Monograph Collection (Matt - Pseudo).
  5.  29
    Nicholas Maxwell, Nicholas Maxwell.
    We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...)
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  6. P. M. Harman & James Clerk Maxwell (1996). The Scientific Letters and Papers of James Clerk Maxwell, Volume II: 1862-1873. British Journal for the Philosophy of Science 47 (4):654-657.
     
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  7. Mary Lou Maxwell & Wade C. Savage (1989). Science, Mind, and Psychology: Essays in Honor of Grover Maxwell. Upa.
    To find more information on Rowman & Littlefield titles, please visit us at www.rowmanlittlefield.com.
     
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  8. Grover Maxwell & Robert Garland ed Colodny (1970). The Nature and Function of Scientific Theories Essays in Contemporary Science and Philosophy [by] Grover Maxwell [and Others] Editor: Robert G. Colodny. --. University of Pittsburgh Press.
     
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  9.  30
    Nicholas Maxwell (1998). The Comprehensibility of the Universe: A New Conception of Science. Oxford University Press.
    This book puts forth a radically new conception of science. Maxwell argues that the prevailing view of the relation between scientific theory and evidence is untenable; he calls for a new orthodoxy that sees science as making a hierarchy of assumptions about the comprehensibility of the universe. This new conception has significant implications for both philosophy and science, promises to heal the rift between the two, and will be essential reading for people working in both fields.
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  10. Nicholas Maxwell (2007). The Enlightenment, Popper and Einstein. In ShiY (ed.), Knowledge and Wisdom. IOS Press
    The Enlightenment, Popper and Einstein Abstract Nicholas Maxwell Email: nicholas.maxwell@ucl.ac.uk In this paper I discuss four versions of the basic idea of the French Enlightenment of the 18th century, namely: To learn from scientific progress how to achieve social progress towards an enlightened world. These four versions are: 1. The Traditional Enlightenment Programme. 2. The Popperian Version of the Enlightenment Programme. 3. The Improved Popperian Enlightenment Programme. 4. The New Enlightenment Programme. The Traditional Enlightenment Programme is the version (...)
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  11. Nicholas Maxwell (2000). A New Conception of Science. Physics World 13 (8):17-18.
    When scientists choose one theory over another, they reject out of hand all those that are not simple, unified or explanatory. Yet the orthodox view of science is that evidence alone should determine what can be accepted. Nicholas Maxwell thinks he has a way out of the dilemma.
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  12.  27
    Nicholas Maxwell (2014). How Universities Can Help Create a Wiser World: The Urgent Need for an Academic Revolution. Imprint Academic.
    In order to make progress towards a better world we need to learn how to do it. And for that we need institutions of learning rationally designed and devoted to helping us solve our global problems, make progress towards a better world. It is just this that we lack at present. Our universities pursue knowledge. They are neither designed nor devoted to helping humanity learn how to tackle global problems — problems of living — in more intelligent, humane and effective (...)
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  13. Nicholas Maxwell (2005). A Mug's Game? Solving the Problem of Induction with Metaphysical Presuppositions. In John Earman & John Norton (eds.), PhilSci Archive.
    A Mug's Game? Solving the Problem of Induction with Metaphysical Presuppositions Nicholas Maxwell Emeritus Reader in Philosophy of Science at University College London Email: nicholas.maxwell@ucl.ac.uk Website: www.ucl.ac.uk/from-knowledge-to-wisdom . Abstract This paper argues that a view of science, expounded and defended elsewhere, solves the problem of induction. The view holds that we need to see science as accepting a hierarchy of metaphysical theses concerning the comprehensibility and knowability of the universe, these theses asserting less and less as we go (...)
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  14. Nicholas Maxwell (2008). Do We Need a Scientific Revolution? Journal for Biological Physics and Chemistry 8 (3):95-105.
    Do We Need a Scientific Revolution? (Published in the Journal of Biological Physics and Chemistry, vol. 8, no. 3, September 2008) Nicholas Maxwell (Emeritus Reader in Philosophy of Science at University College London) www.nick-maxwell.demon.co.uk Abstract Many see modern science as having serious defects, intellectual, social, moral. Few see this as having anything to do with the philosophy of science. I argue that many diverse ills of modern science are a consequence of the fact that the scientific community has (...)
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  15.  5
    Wing Kai Lam, Richard S. W. Masters & Jonathan P. Maxwell (2010). Cognitive Demands of Error Processing Associated with Preparation and Execution of a Motor Skill. Consciousness and Cognition 19 (4):1058-1061.
    Maxwell et al. [Maxwell, J. P., Masters, R. S. W., Kerr, E., & Weedon, E. . The implicit benefit of learning without errors. The Quarterly Journal of Experimental Psychology, 54A, 1049–1068. The implicit benefit of learning without errors. The Quarterly Journal of Experimental Psychology, 54A, 1049–1068] suggested that, following unsuccessful movements, the learner forms hypotheses about the probable causes of the error and the required movement adjustments necessary for its elimination. Hypothesis testing is an explicit process that places (...)
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  16. Graham Cairns-Smith, Thomas W. Clark, Ravi Gomatam, Robert H. Kane, Nicholas Maxwell, J. J. C. Smart, Sean A. Spence & Henry P. Stapp (2005). Commentaries on David Hodgson's "a Plain Person's Free Will". Journal of Consciousness Studies 12 (1):20-75.
    REMARKS ON EVOLUTION AND TIME-SCALES, Graham Cairns-Smith; HODGSON'S BLACK BOX, Thomas Clark; DO HODGSON'S PROPOSITIONS UNIQUELY CHARACTERIZE FREE WILL?, Ravi Gomatam; WHAT SHOULD WE RETAIN FROM A PLAIN PERSON'S CONCEPT OF FREE WILL?, Gilberto Gomes; ISOLATING DISPARATE CHALLENGES TO HODGSON'S ACCOUNT OF FREE WILL, Liberty Jaswal; FREE AGENCY AND LAWS OF NATURE, Robert Kane; SCIENCE VERSUS REALIZATION OF VALUE, NOT DETERMINISM VERSUS CHOICE, Nicholas Maxwell; COMMENTS ON HODGSON, J.J.C. Smart; THE VIEW FROM WITHIN, Sean Spence; COMMENTARY ON HODGSON, Henry (...)
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  17. Nicholas Maxwell (2010). Universities: From Knowledge to Wisdom. Scientists for Global Responsibility Newsletter (38):18-20.
    Nicholas Maxwell argues that the growth in academic work devoted to policy issues could mark the beginning of a shift from ‘knowledge-inquiry’ to ‘wisdom-inquiry’, leading to importance benefits for society.
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  18.  7
    R. MasteRs, J. Poolton & J. Maxwell (2008). Stable Implicit Motor Processes Despite Aerobic Locomotor Fatigue. Consciousness and Cognition 17 (1):335-338.
    Implicit processes almost certainly preceded explicit processes in our evolutionary history, so they are likely to be more resistant to disruption according to the principles of evolutionary biology [Reber, A. S. . The cognitive unconscious: An evolutionary perspective. Consciousness and Cognition, 1, 93–133.]. Previous work . Knowledge, nerves and know-how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British Journal of Psychology, 83, 343–358.]) has shown that implicitly learned motor skills remain (...)
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  19.  6
    Bruce Maxwell, David I. Waddington, Kevin McDonough, Andrée-Anne Cormier & Marina Schwimmer (2012). Interculturalism, Multiculturalism, and the State Funding and Regulation of Conservative Religious Schools. Educational Theory 62 (4):427-447.
    In this essay, Bruce Maxwell, David Waddington, Kevin McDonough, Andrée-Anne Cormier, and Marina Schwimmer compare two competing approaches to social integration policy, Multiculturalism and Interculturalism, from the perspective of the issue of the state funding and regulation of conservative religious schools. After identifying the key differences between Interculturalism and Multiculturalism, as well as their many similarities, the authors present an explanatory analysis of this intractable policy challenge. Conservative religious schooling, they argue, tests a conceptual tension inherent in (...)
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  20.  8
    Bruce Maxwell (2010). Does Ethical Theory Have a Place in Post-Kohlbergian Moral Psychology? Educational Theory 60 (2):167-188.
    Philosophers tend to assume that theoretical frameworks in psychology suffer from conceptual confusion and that any influence that philosophy might have on psychology should be positive. Going against this grain, Dan Lapsley and Darcia Narváez attribute the Kohlbergian paradigm's current state of marginalization within psychology to Lawrence Kohlberg's use of ethical theory in his model of cognitive moral development. Post‐Kohlbergian conceptions of moral psychology, they advance, should be wary of theoretical constructs derived from folk morality, refuse philosophical starting points, and (...)
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  21.  4
    N. Maxwell (2009). Replies and Reflections. In Leemon McHenry (ed.), Science and the Pursuit of Wisdom: Studies in the Philosophy of Nicholas Maxwell. Ontos Verlag
    I reply to critical discussion of my work by Copthorne Macdonald, Steve Fuller, John Stewart, Joseph Agassi, Margaret Boden, Donald Gillies, Mathew Iredale, David Hodgson, Karl Rogers, and Leemon McHenry.
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  22. Claire Colebrook & Jason Maxwell (2015). Agamben. Polity.
    Giorgio Agamben emerged in the twenty-first century as one of the most important theorists in the continental tradition. Until recently, 'continental' philosophy has been tied either to the German tradition of phenomenology or to French post-structuralist concerns with the conditions of language and textuality. Agamben draws upon and departs from both these lines of thought by directing his entire corpus to the problem of life political life, human life, animal life and the life of art. Influenced by the work of (...)
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  23. Claire Colebrook & Jason Maxwell (2016). Agamben. Polity.
    Giorgio Agamben emerged in the twenty-first century as one of the most important theorists in the continental tradition. Until recently, 'continental' philosophy has been tied either to the German tradition of phenomenology or to French post-structuralist concerns with the conditions of language and textuality. Agamben draws upon and departs from both these lines of thought by directing his entire corpus to the problem of life political life, human life, animal life and the life of art. Influenced by the work of (...)
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  24. Nicholas Maxwell (2003). Comprehensibility of the Universe. Oxford University Press Uk.
    The Comprehensibility of the Universe puts forward a radically new conception of science. According to the orthodox conception, scientific theories are accepted and rejected impartially with respect to evidence, no permanent assumption being made about the world independently of the evidence. Nicholas Maxwell argues that this orthodox view is untenable. He urges that in its place a new orthodoxy is needed, which sees science as making a hierarchy of metaphysical assumptions about the comprehensibility and knowability of the universe, these (...)
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  25. Mary Lou Maxwell (1989). Interpreting Russell: The Eye of the Beholder. In M. Maxwell & C. Wade Savage (eds.), Science, Mind, and Psychology: Essays in Honor of Grover Maxwell. University Press of America
     
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  26. Nicholas Maxwell (1997). Science and the Environment: A New Enlightenment. Science and Public Affairs (Spring 1997):50-56.
    Nicholas Maxwell believes that while we have developed an excellent way of learning about the nature of the universe, we have so far failed in our attempts to apply this method to create a civilized world.
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  27. William C. Wimsatt, G. G. Globus, G. Maxwell & I. Savodnik (1976). Consciousness and the Brain: A Scientific and Philo-Sophical Inquiry. In G. Gordon, Grover Maxwell & I. Savodnik (eds.), British Journal for the Philosophy of Science. Plenum 61-68.
     
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  28. Nicholas Maxwell (forthcoming). What's Wrong with Science and Technology Studies? What Needs to Be Done to Put It Right? In R. Pisano & D. Capecchi (eds.), Physics, Astronomy and Engineering. A Bridge between Conceptual Frameworks. Springer
    After a sketch of the optimism and high aspirations of History and Philosophy of Science when I first joined the field in the mid 1960s, I go on to describe the disastrous impact of "the strong programme" and social constructivism in history and sociology of science. Despite Alan Sokal's brilliant spoof article, and the "science wars" that flared up partly as a result, the whole field of Science and Technology Studies (STS) is still adversely affected by social constructivist ideas. I (...)
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  29. Nicholas Maxwell (1992). What Kind of Inquiry Can Best Help Us Create a Good World?,. Science, Technology and Human Values 17:205-227.
    In order to create a good world, we need to learn how to do it - how to resolve our appalling problems and conflicts in more cooperative ways than at present. And in order to do this, we need traditions and institutions of learning rationally devoted to this end. When viewed from this standpoint, what we have at present - academic inquiry devoted to the pursuit of knowledge and technological know-how - is an intellectual and human disaster. We urgently need (...)
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  30. Christine Tappolet & Bruce Maxwell (2012). Rethinking Cognitive Mediation: Cognitive Behavioral Therapy and the Perceptual Theory of Emotion. Philosophy, Psychiatry and Psychology 19 (1):1-12.
    Empirical assessments of Cognitive Behavioral Theory and theoretical considerations raise questions about the fundamental theoretical tenet that psychological disturbances are mediated by consciously accessible cognitive structures. This paper considers this situation in light of emotion theory in philosophy. We argue that the “perceptual theory” of emotions, which underlines the parallels between emotions and sensory perceptions, suggests a conception of cognitive mediation that can accommodate the observed empirical anomalies and one that is consistent with the dual-processing models dominant in cognitive psychology.
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  31.  40
    L. Maxwell (2006). Liberalism and Fear. Political Theory 34 (4):506-509.
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  32. Nicholas Maxwell (2011). Creating a Better World: Towards the University of Wisdom. In Ronald Barnett (ed.), The Future University: Ideas and Possibilities. Routledge
    Universities need to change dramatically in order to help humanity make progress towards as good a world as possible.
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  33.  62
    Nicholas Maxwell (1984). From Knowledge to Wisdom: A Revolution in the Aims and Methods of Science. Basil Blackwell.
    This book argues for the need to put into practice a profound and comprehensive intellectual revolution, affecting to a greater or lesser extent all branches of scientific and technological research, scholarship and education. This intellectual revolution differs, however, from the now familiar kind of scientific revolution described by Kuhn. It does not primarily involve a radical change in what we take to be knowledge about some aspect of the world, a change of paradigm. Rather it involves a radical change in (...)
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  34. Nicholas Maxwell (2014). Unification and Revolution: A Paradigm for Paradigms. Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 45 (1):133-149.
    Incommensurability was Kuhn’s worst mistake. If it is to be found anywhere in science, it would be in physics. But revolutions in theoretical physics all embody theoretical unification. Far from obliterating the idea that there is a persisting theoretical idea in physics, revolutions do just the opposite: they all actually exemplify the persisting idea of underlying unity. Furthermore, persistent acceptance of unifying theories in physics when empirically more successful disunified rivals can always be concocted means that physics makes a persistent (...)
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  35. Nicholas Maxwell (2006). Learning to Live a Life of Value. In Jason A. Merchey (ed.), Living a Life of Value. Values of the Wise Press 383--395.
    Much of my working life has been devoted to trying to get across the point that we urgently need to bring about a revolution in the aims and methods of academic inquiry, so that the basic aim becomes to seek and promote wisdom rather than just acquire knowledge.
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  36. Nicholas Maxwell (2010). Reply to Comments on Science and the Pursuit of Wisdom. Philosophia 38 (4):667-690.
    In this article I reply to comments made by Agustin Vicente and Giridhari Lal Pandit on Science and the Pursuit of Wisdom (McHenry 2009 ). I criticize analytic philosophy, go on to expound the argument for the need for a revolution in academic inquiry so that the basic aim becomes wisdom and not just knowledge, defend aim-oriented empiricism, outline my solution to the human world/physical universe problem, and defend the thesis that free will is compatible with physicalism.
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  37. Nicholas Maxwell (1985). Are Probabilism and Special Relativity Incompatible? Philosophy of Science 52 (1):23-43.
    In this paper I expound an argument which seems to establish that probabilism and special relativity are incompatible. I examine the argument critically, and consider its implications for interpretative problems of quantum theory, and for theoretical physics as a whole.
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  38. Nicholas Maxwell (2002). Is Science Neurotic? Metaphilosophy 33 (3):259-299.
    Neurosis can be interpreted as a methodological condition which any aim-pursuing entity can suffer from. If such an entity pursues a problematic aim B, represents to itself that it is pursuing a different aim C, and as a result fails to solve the problems associated with B which, if solved, would lead to the pursuit of aim A, then the entity may be said to be "rationalistically neurotic". Natural science is neurotic in this sense in so far as a basic (...)
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  39.  34
    Nicholas Maxwell (2010). Cutting God in Half - And Putting the Pieces Together Again: A New Approach to Philosophy. Pentire Press.
    Cutting God in Half argues that, in order to tackle climate change, world poverty, extinction of species and our other global problems rather better than we are doing at present we need to bring about a revolution in science, and in academia more generally. We need to put our problems of living – personal, social, global – at the heart of the academic enterprise. How our human world, imbued with meaning and value, can exist and best flourish embedded in the (...)
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  40. Nicholas Maxwell (2004). Is Science Neurotic? Imperial College Press.
    Is Science Neurotic? sets out to show that science suffers from a damaging but rarely noticed methodological disease — “rationalistic neurosis.” Assumptions concerning metaphysics, human value and politics, implicit in the aims of science, are repressed, and the malaise has spread to affect the whole academic enterprise, with the potential for extraordinarily damaging long-term consequences. The book begins with a discussion of the aims and methods of natural science, and moves on to discuss social science, philosophy, education, psychoanalytic theory and (...)
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  41. Nicholas Maxwell (2011). Is the Quantum World Composed of Propensitons? In Mauricio Suarez (ed.), Probabilities, Causes and Propensities in Physics. Springer
    In this paper I outline my propensiton version of quantum theory (PQT). PQT is a fully micro-realistic version of quantum theory that provides us with a very natural possible solution to the fundamental wave/particle problem, and is free of the severe defects of orthodox quantum theory (OQT) as a result. PQT makes sense of the quantum world. PQT recovers all the empirical success of OQT and is, furthermore, empirically testable (although not as yet tested). I argue that Einstein almost put (...)
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  42. Nicholas Maxwell (2010). The Urgent Need for an Academic Revolution: From Knowledge to Wisdom. In W. Karpiuk & K. Wisniewski (eds.), III International Interdisciplinary Technical Conference of Young Scientists: Proceedings.
    At present the basic intellectual aim of academic inquiry is to improve knowledge. Much of the structure, the whole character, of academic inquiry, in universities all over the world, is shaped by the adoption of this as the basic intellectual aim. But, judged from the standpoint of making a contribution to human welfare, academic inquiry of this type is damagingly irrational. Three of four of the most elementary rules of rational problem-solving are violated. A revolution in the aims and methods (...)
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  43. Nicholas Maxwell (1993). Induction and Scientific Realism: Einstein Versus Van Fraassen Part One: How to Solve the Problem of Induction. British Journal for the Philosophy of Science 44 (1):61-79.
    In this three-part paper, my concern is to expound and defend a conception of science, close to Einstein's, which I call aim-oriented empiricism. I argue that aim-oriented empiricsim has the following virtues. (i) It solve the problem of induction; (ii) it provides decisive reasons for rejecting van Fraassen's brilliantly defended but intuitively implausible constructive empiricism; (iii) it solves the problem of verisimilitude, the problem of explicating what it can mean to speak of scientific progress given that science advances from one (...)
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  44. Nicholas Maxwell (1997). Must Science Make Cosmological Assumptions If It is to Be Rational?,. In T. Kelly (ed.), The Philosophy of Science: Proceedings of the Irish Philosophical Society Spring Conference. Irish Philosophical Society
    Cosmological speculation about the ultimate nature of the universe, being necessary for science to be possible at all, must be regarded as a part of scientific knowledge itself, however epistemologically unsound it may be in other respects. The best such speculation available is that the universe is comprehensible in some way or other and, more specifically, in the light of the immense apparent success of modern natural science, that it is physically comprehensible. But both these speculations may be false; in (...)
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  45.  44
    Nicholas Maxwell (2007). From Knowledge to Wisdom: A Revolution for Science and the Humanities (Second Edition). Pentire Press.
    From Knowledge to Wisdom argues that there is an urgent need, for both intellectual and humanitarian reasons, to bring about a revolution in science and the humanities. The outcome would be a kind of academic inquiry rationally devoted to helping humanity learn how to create a better world. Instead of giving priority to solving problems of knowledge, as at present, academia would devote itself to helping us solve our immense, current global problems – climate change, war, poverty, population growth, pollution... (...)
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  46. Nicholas Maxwell (2011). A Priori Conjectural Knowledge in Physics: The Comprehensibility of the Universe. In Mkichael Shaffer & Michael Veber (eds.), What Place for the A Priori? Open Court
    In this paper I argue for a priori conjectural scientific knowledge about the world. Physics persistently only accepts unified theories, even though endlessly many empirically more successful disunified rivals are always available. This persistent preference for unified theories, against empirical considerations, means that physics makes a substantial, persistent metaphysical assumption, to the effect that the universe has a (more or less) unified dynamic structure. In order to clarify what this assumption amounts to, I solve the problem of what it means (...)
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  47. G. Gordon, Grover Maxwell & I. Savodnik (eds.) (1976). Consciousness and the Brain: A Scientific and Philosophical Inquiry. Plenum.
  48. Nicholas Maxwell, Has Science Established That the Cosmos is Physically Comprehensible?
    Most scientists would hold that science has not established that the cosmos is physically comprehensible – i.e. such that there is some as-yet undiscovered true physical theory of everything that is unified. This is an empirically untestable, or metaphysical thesis. It thus lies beyond the scope of science. Only when physics has formulated a testable unified theory of everything which has been amply corroborated empirically will science be in a position to declare that it has established that the cosmos is (...)
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  49. Nicholas Maxwell (1988). Quantum Propensiton Theory: A Testable Resolution of the Wave/Particle Dilemma. British Journal for the Philosophy of Science 39 (1):1-50.
    In this paper I put forward a new micro realistic, fundamentally probabilistic, propensiton version of quantum theory. According to this theory, the entities of the quantum domain - electrons, photons, atoms - are neither particles nor fields, but a new kind of fundamentally probabilistic entity, the propensiton - entities which interact with one another probabilistically. This version of quantum theory leaves the Schroedinger equation unchanged, but reinterprets it to specify how propensitons evolve when no probabilistic transitions occur. Probabilisitic transitions (...)
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  50. Nicholas Maxwell (1972). A Critique of Popper's Views on Scientific Method. Philosophy of Science 39 (2):131-152.
    This paper considers objections to Popper's views on scientific method. It is argued that criticism of Popper's views, developed by Kuhn, Feyerabend, and Lakatos, are not too damaging, although they do require that Popper's views be modified somewhat. It is argued that a much more serious criticism is that Popper has failed to provide us with any reason for holding that the methodological rules he advocates give us a better hope of realizing the aims of science than any other set (...)
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