In this third edition of "John Locke", the text is divided into three parts. The first is biographical, giving an account of the development of Locke's mind. The second expounds the teaching of the "Essay", and relates this to its background; while the third deals with Locke's teaching in political theory, moral philosophy, education, and religion. -- From publisher's description.

The Purpose of this paper is to ask how far Locke can be said to have anticipated modern theories of number, particularly the intuitionist theory of Brouwer and Heyting. It has in mind Mr Edward E. Dawson's statement that Locke's account of number was not merely ‘a good effort in his own day’ but that ‘what Locke had to say really was quite fundamental, and a good deal of modern mathematics assumes his position, either explicitly or implicitly’. Mr Dawson thinks (...) that some of the central notions of the intuitionist theory are already present in the Essay Concerning Human Understanding , II, xvi, ‘Of Number’. We should like to examine the view. (shrink)

When a new girl arrives at school, Kirsten is jealous, completely forgetting how scared and lonely she felt the year before when she was the new girl in school. Gives instructions for making a friendship pillow like those made in the 1850s.

Locke is the first English philosopher to be considered in this series, and that fact of itself is worthy of attention. Philosophy, of course, like science, knows no frontiers and no national boundaries. Yet it is true to say that Locke’s contribution to philosophy is typically and peculiarly English. His moderation, his emphasis upon experience, his tolerant spirit of compromise, his dislike of mystical extravagance and of metaphysical speculation, even that elusive quality of his which people call his “common sense”, (...) are English traits. His very defects, illogicality leading to inconsistency and an awkward disorderliness of thought so abhorrent to the. (shrink)