(2013). Review of Jeffrey P. Spike, Thomas R. Cole, Richard Buday, Freeman Williams, and Mary Ann Pendino, The Brewsters. The American Journal of Bioethics: Vol. 13, No. 3, pp. 52-54. doi: 10.1080/15265161.2013.760988.
This paper seeks to counter the argument that since Aquinas’s natural law obligations necessarily presuppose the ability of practical reason to prescribeand proscribe for the sake of eudaimonia, it is irrational in cases of inescapable suffering to characterize any natural law obligation as indefeasible. Four possiblerebuttals of this argument from suffering are examined; but only three are judged successful. Their key premises are that, as Aristotle and Aquinas pointed out, this life’s eudaimonia is defined in terms of human nature and (...) not in terms of individual psychological conditions, e.g., suffering; that suffering does not negate the rationality of hoping for attaining eudaimonia in the future; and that suffering necessarily precludes neither the virtuous acts that per se constitute this life’s eudaimonia nor the love that enables one to experience eudaimonic joy. (shrink)
This paper argues against the indeterminacy thesis that attempts to defeat traditional natural law by asserting that specific moral norms cannot be based on human nature. As put by Jean Porter (Nature as Reason 2005, 338): “the intelligibilities of human nature underdetermine their forms of expression, and that is why this theory does not yield a comprehensive set of determinate moral norms, compelling to all rational persons.” However, if this were so, one could adopt any morality with impunity from nature’s (...) sanctions. But I argue that nature punishes violators of the natural law in various ways. In addition, I argue that the indeterminacy thesis cannot be supported by appealing to the diversity of moral norms across the globe. Such diversity is required, for instance, both by the reliance of Thomistic natural law on the practical syllogism and by its reliance on practical reason’s ability to prescribe for the sake of the person in highly unique situations as required by Wojtyla’s Personalistic Norm and Aquinas’s norm of neighborly love. (shrink)
The problem of reference is central to the fields of linguistics, cognitive science, and epistemology yet it remains largely unresolved. Naming and Reference explains the reference of lexical terms, with particular emphasis placed on proper names, demonstrative pronouns and personal pronouns. It examines such specific issues as: how to account for the reference of names that are empty or speculative, which abound in science and philosophy, and how to account for intentional reference as in "he took Mary to be (...) Jane." Naming and Reference begins with a survey of the history of the subject within a philosophical and critical setting, from Locke, Brentano, Peirce, Frege, Russell, Strawson, Tarski, Carnap and Quine up to Kripke and Fodor. The rest of the book is devoted to an algorithmic theory of reference derived from Peirce's idea that signification is a three-way relationship involving a term, an object and an interpretant. The theory rounds out the causal notion of reference, while at the same time preserving Frege's distinction between sense and reference, and making a place for indexical terms. Through the use of various computer models, R. J. Nelson explores the meaning and reference of words to objects and the relationship of these phenomena to perception, belief and truth. The models used are parallel, connectionist computational models rather than the sequential models of mid-century artificial intelligence. The aim, in opposition to nativist and mental representation theories, is to account for the genesis of semantically interpretable symbols, not to assume them. (shrink)
This is a collection of fifty essays featured in Edward R. Murrow's 1950s This I Believe radio series. It includes such celebrities of the twentieth century as Pearl Buck, Norman Cousins, Margaret Mead, James Michener, Jackie Robinson, and Harry Truman. With an introduction by Edward R. Murrow and a foreword by Dan Gediman, executive producer of the contemporary This I Believe radio broadcasts, heard weekly on public radio.
Machine generated contents note: Notes on Contributors.1. Introduction: Educational Neuroscience (Kathryn E. Patten and Stephen R. Campbell).2. Educational Neuroscience: Motivations, methodology, and implications (Stephen R. Campbell).3. Can Cognitive Neuroscience Ground a Science of Learning? (Anthony E. Kelly).4. A Multiperspective Approach to Neuroeducational Research (Paul A. Howard-Jones).5. What Can Neuroscience Bring to Education? (Michel Ferrari).6. Connecting Education and Cognitive Neuroscience: Where will the journey take us? (Daniel Ansar1, Donna Coch and Bert De Smedt).7. Position Statement on Motivations, Methodologies, and Practical Implications (...) of Educational Neuroscience Research: fMRI studies of the neural correlates of creative intelligence (John Geake).8. Brain-Science Based Cohort Studies (Hideaki Koizumi).9. Directions for Mind, Brain, and Education: Methods, Models, and Morality (Zachary Stein and Kurt W. Fischer).10. The Birth of a Field and the Rebirth of the Laboratory School (Marc Schwartz and Jeanne Gerlach).11. Mathematics Education and Neurosciences: Towards interdisciplinary insights into the development of young children's mathematical abilities (Fenna Van Nes).12. Neuroscience and the Teaching of Mathematics (Kerry Lee and Swee Fong Ng).13. The Somatic Appraisal Model of Affect: Paradigm for educational neuroscience and neuropedagogy (Kathryn E. Patten).14. Implications of Affective and Social Neuroscience for Educational Theory (Mary Helen Immordino-Yang).Index. (shrink)
This is the first book to explore the cognitive science of effortless attention and action. Attention and action are generally understood to require effort, and the expectation is that under normal circumstances effort increases to meet rising demand. Sometimes, however, attention and action seem to flow effortlessly despite high demand. Effortless attention and action have been documented across a range of normal activities--from rock climbing to chess playing--and yet fundamental questions about the cognitive science of effortlessness have gone largely unasked. (...) -/- This book draws from the disciplines of cognitive psychology, neurophysiology, behavioral psychology, genetics, philosophy, and cross-cultural studies. Starting from the premise that the phenomena of effortless attention and action provide an opportunity to test current models of attention and action, leading researchers from around the world examine topics including effort as a cognitive resource, the role of effort in decision making, the neurophysiology of effortless attention and action, the role of automaticity in effortless action, expert performance in effortless action, and the neurophysiology and benefits of attentional training. -/- Contributors: Joshua M. Ackerman, James H. Austin, John A. Bargh, Roy F. Baumeister, Sian L. Beilock, Chris Blais, Matthew M. Botvinick, Brian Bruya, Mihaly Csikszentmihalyi, Marci S. DeCaro, Arne Dietrich, Yuri Dormashev, László Harmat, Bernhard Hommel, Rebecca Lewthwaite, Örjan de Manzano, Joseph T. McGuire, Brian P. Meier, Arlen C. Moller, Jeanne Nakamura, Evgeny N. Osin, Michael I. Posner, Mary K. Rothbart, M. R. Rueda, Brandon J. Schmeichel, Edward Slingerland, Oliver Stoll, Yiyuan Tang, Töres Theorell, Fredrik Ullén, Robert D. Wall, Gabriele Wulf. (shrink)
Are historians storytellers? Is it possible to tell true stories about the past? These are just a couple of the questions raised in this comprehensive collection of texts about philosophy, theory, and methodology of writing history. Drawing together seminal texts from philosophers and historians, this volume presents the great debate over the narrative character of history from the 1960s onwards. The History and Narrative Reader combines theory with practice to offer a unique overview of this debate and illuminates the practical (...) implications of these philosophical debates for the writing of history. The editor's introduction offers a succinct survey of the subject to support the readings, which explore the role of narrative in everything from historical understanding and human action to linguistics and the practice of history. Including the work of F. R. Ankersmit, David Carr, Hayden White, W. H. Dray, and Frederick Olafson; a detailed bibliography; and a glossary of key concepts, this collection will prove an invaluable resource for students of historical theory and methodology. (shrink)
This article describes the development of a computerized version of a measure of ethical sensitivity to racial and gender intolerance, the Racial Ethical Sensitivity Test (REST; Brabeck et al., 2000). The REST was based on James Rest's (1983) 4-component model of moral development and the professional codes of ethics from school-based professions. The new version, Racial and Ethical Sensitivity Test-Compact Disk (REST-CD), consists of 5 videotaped scenarios (used in the original REST) followed by an interactive "interview" presented on compact discs. (...) Data from a study with 58 students provides initial validation of the REST-CD. Ethical sensitivity to racial and gender intolerance in schools, as measured by the REST-CD, was moderately related to attitudes toward racial and gender equity issues in society as measured by the Quick Discrimination Index (Ponterotto et al., 1995). The results provide evidence for both interrater and internal reliability of the REST-CD scores. This study also tests the hypothesized relationship between REST-CD scores and previous multicultural and ethics course work. Students with multicultural and ethics course experience have scored significantly higher on the REST-CD than students without course work. The paper-and-pencil tests are not significantly related to previous ethics/multicultural course work. In this article, we discuss the implications of the results and directions for future research. (shrink)
: Catholic teaching has no moral difficulties with research on stem cells derived from adult stem cells or fetal cord blood. The ethical problem comes with embryonic stem cells since their genesis involves the destruction of a human embryo. However, there seems to be significant promise of health benefits from such research. Although Catholic teaching does not permit any destruction of human embryos, the question remains whether researchers in a Catholic institution, or any researchers opposed to destruction of human embryos, (...) could participate in research on cultured embryonic stem cells, or whether a Catholic institution could use any therapy that ultimately results from such research. This position paper examines how such research could be conducted legitimately in a Catholic institution by using an ethical analysis involving a narrative context, the nature of the moral act, and the principle of material cooperation, along with references to significant ethical assessments. It also offers tentative guidelines that could be used by a Catholic institution in implementing such research. (shrink)
Analogies have been traditionally recognized as a proper part of inductive procedures, akin to generalizations. Seldom, however, have they been presented as superior to generalizations, in the attainability of a higher degree of certitude for their conclusions or in other respects. Though Bacon de6nitely preferred analogy to generalization~, the tradition seems to me to go the other way ââ¬â until the recent publication of works by Mary B. Hesse {[2], pp. 21-28 and passim) and, perhaps, R. Harre {[lj, pp. (...) 23-28 and passim). The aim of the present note is to argue the following two points. First, generalizations proper are preferable to predictions from past observations to a single future observation, since the latter are std hoc. Second, analogies are either generalizations proper ââ¬â perhaps higher-level ones ââ¬â or ad hoc. In any case, they are not more certain than generalizations, but they are still equally legitimate. (shrink)
Machine generated contents note: Introduction Part One. The Spectacular Life of Spider-Man? 1. Does Peter Parker Have a Good Life? Neil Mussett 2. What Price Atonement? Peter Parker and the Infinite Debt Taneli Kukkonen "My Name is Peter Parker": Unmasking the Right and the Good Mark D. White Part Two. Responsibility-Man 4. "With Great Power Comes Great Responsibility": Spider-Man, Christian Ethics, and the Problem of Evil Adam Barkman 5. Does Great Power Bring Great Responsibility? Spider-Man and the Good Samaritan J. (...) Keeping 6. With Great Power Comes Great Culpability: How Blameworthy is Spider-Man for Uncle Ben's Death? Philip Tallon Part Three. Spider-Sense and the Self 7. Why is My Spider-Sense Tingling? Andrew Terjesen 8. Red or Black: Perception, Identity and Self Meaghan P. Godwin 9. With Great Power: Heroism, Villainy, and Bodily Transformation Mark K. Spencer Part Four. Arachnids "R" Us: Technology and the Human, All Too Human 10. Transhumanism: Or, Is It Right to Make a Spider-Man? Ron Novy 11. Maximum Clonage: What the Clone Saga Can Teach Us About Human Cloning Jason Southworth and John Timm Part Five. Your Friendly Neighborhood Spider-Man 12. Justice versus Romantic Love: Can Spider-Man Champion Justice and Be with Mary Jane at the Same Time? Charles Taliaferro and Tricia Little 13. Friendship, and Being Spider-Man Tony Spanakos 14. Spidey's Tangled Web of Obligations: Fighting Friends and Dependents Gone Bad Christopher Robichaud Part Six. The Amazing Speaking Spider: Jokes, Stories, and the Choices We Make 15. The Quipslinger: The Morality of Spider-Man's Jokes Daniel P. Malloy 16. The Sound and Fury Behind "One More Day" Marks D. White 17. Spider-Man and the Importance of Getting Your Story Straight Jonathan J. Sanford Contributors Index . (shrink)
Oxford Studies in Ancient Philosophy is an annual publication which includes original articles, some of substantial length, on a wide range of topics in ancient philosophy, and review articles of major books. Contributors include Mary Margaret Mackenzie, Aryeh Finkelberg, Charles H. Kahn, Christopher Shields, Paul Woodruff, Christopher Gill, Rosalind Hursthouse, G.E.R Lloyd, Henry Maconi, and David Bostock.
Prior studies have shown a general preference among citizens for juries over judges. Researchers, however, have not considered whether race and ethnicity modify this preference. We hypothesized that minorities (African-Americans, Hispanics), who generally express less trust in the legal system, may also express less trust in juries than non-Hispanic whites. We asked a representative sample of 1,465 residents of Texas to state whether they would prefer a jury or a judge to be the decision maker in four hypothetical circumstances. Consistent (...) with expectations, non-Hispanic whites favored juries over judges, particularly if they imagined themselves as a defendant in a criminal trial. By comparison, although African-Americans and some Hispanics generally favored juries, they showed a much weaker set of jury preferences. African Americans had markedly lower support for the civil jury, but support was higher among minorities with prior jury service. Among Hispanics, respondents who took the survey in Spanish typically preferred a judge to make legal decisions. We consider the implications of our findings for trust in the jury system and trust in community members as decision makers. (shrink)
Analogies have been traditionally recognized as a proper part of inductive procedures, akin to generalizations. Seldom, however, have they been presented as superior to generalizations, in the attainability of a higher degree of certitude for their conclusions or in other respects. Though Bacon de6nitely preferred analogy to generalization~, the tradition seems to me to go the other way ââ¬â until the recent publication of works by Mary B. Hesse {[2], pp. 21-28 and passim) and, perhaps, R. Harre {[lj, pp. (...) 23-28 and passim). (shrink)
Queen Mary, University of London, School of Law, Mile End Road, London E1 4NS, UK. Tel: +442078825126, Fax: +442089818733, Email: r.ashcroft{at}qmul.ac.uk ' + u + '@' + d + ' '//--> Abstract Recent doctrine in both national and international organisations concerned with public health planning and resource allocation has it that direct ethical justification of substantive decisions is so difficult as to be impossible. Instead, we should agree on criteria of procedural justice and reach decisions whose justification lies in (...) how they are arrived at, rather than any direct ethical justification on the ground of substantive moral principles. In this polemical article, I argue that this amounts to a serious dereliction of intellectual duty on the part of the bioethics community. Our role in these settings is to produce and defend the best substantive arguments we can. Failing to do this makes bioethicists at best redundant and at worst leads us to seriously defective conclusions. The argument is illustrated by analysis of the ethical frameworks for resource allocation under the UNAIDS ‘3 by 5’ programme and for pandemic influenza planning. CiteULike Connotea Del.icio.us What's this? (shrink)
From certain sorts of premise, individuals reliably infer invalid conclusions. Two Experiments investigated a possible cause for these illusory inference: Reasoners fail to think about what is false. In Experiment 1, 24 undergraduates drew illusory and control inferences from premises based on exclusive disjunctions (“or else”). In one block, participants were instructed to falsify the premises of each illusory and control inference before making the inference. In the other block, participants did not receive these instructions. There were more correct answers (...) for illusory disjunctions whose premises had been falsified than there were for illusory disjunctions that had not been falsified. A second Experiment introduced illusory inferences in a real world context that accentuated falsification of premises. Accuracy also improved. Knowledge of how to falsify premises and to consider their implications for true premises transferred to a new problem introduced at the end of the Experiment without the falsification instruction. The participants' ratings of the difficulty of the inferences showed that they did not err simply because illusory inferences are perceived to be more difficult than control problems. The model theory predicts these results because it postulates that the limitations of working memory preclude the representation of false information. (shrink)
Although authorship policies exist, researchers understand little about their impact on perceptions of authorship scenarios. Graduate students (N = 277) at a large university read 1 of 3 vignettes about a graduate student-faculty collaboration. One half of the surveys included the American Psychological Association's statement on authorship. Participants rated (a) the ethics of the professor as first author and (b) the likelihood of a dissatisfied student reporting the authorship result, as well as the effectiveness and negative consequences of reporting. Work (...) arrangements on the project had a consistent main effect. Also, an authorship policy impacted women's ratings of first authorship when the student contributed the idea for a project. For men, a policy impacted only ratings of the likelihood of reporting when a professor was first author on a student's dissertation. Apart from sex, no other demographic variables on participants were predictive. Discussion focuses on the policy's potential for making only some specific issues salient. (shrink)
& A college development officer is offered a generous gift by a donor whose identity would embarrass the institution. Should the development officer accept? & A volunteer lies about his level of giving, but classmates believe him and match his "gift." Should donors be told the truth? & A development officer must explain to a donor the difference between naming an endowed chair and selecting the person to fill the chair. Where is the line between reasonable donor expectations and intrusion? (...) "There was a time, barely a generation ago, when most college fund raising was a placid, back-porch operation... That pattern, like so much in higher education, began to change dramatically... On the heels of all this change comes this splendid volume by Deni Elliot. The new fund-raising environment raises a host of ethical questions that were largely unknown or unrecognized by earlier generations of fund raisers... The great value of this book is that it provides some clear-eyed guidance through the ethical thicket that is modern higher education fund raising. The great charm of the book is that it provides this important service with such eloquence and good taste... Anyone involved in modern fund raising will find something of value in this book." -- G. Calvin MacKenzie, Academe "This volume provides college and university development officers and administrators practical help with recognizing difficult ethical situations and discerning the correct ethical response. It can also serve as a guide for donors who wonder what's reasonable for them to expect from fund raisers." -- Resources in Education Contributors: Allen Buchanan, James A. Donahue, Marilyn Batt Dunn, Deni Elliott, Bernard Gert, Judith M. Gooch, Bruce R. Hopkins, Frank Logan, Mary Lou Siebert, Holly Smith, and Eric B. Wentworth. (shrink)
: This article focuses on two possible missions for a national bioethics commission. The first is handling differences of worldview, political orientation, and discipline. Recent work in political philosophy emphasizes regard for the dignity of difference manifested in "conversation" that seeks understanding rather than agreement. The President's Council on Bioethics gets a mixed review in this area. The second is experimenting with prophetic bioethics. "Prophetic bioethics" is a term coined by Daniel Callahan to describe an alternative to compromise-seeking "regulatory bioethics." (...) It involves a critique of modern medicine. In the contemporary context, the areas of biotechnology and access to health care cry out for prophetic attention. The Council has addressed biotechnology; unfortunately, that experience suggests that the kind of prophecy that it practices poses risks to conversation. With regard to access issues, the article proposes an effort that unites themes of human dignity, solidarity, and limits in support of reform, while highlighting, rather than papering over, differences. (shrink)
Amartya Sen has made deep and lasting contributions to the academic disciplines of economics, philosophy, and the social sciences more broadly. He has engaged in policy dialogue and public debate, advancing the cause of a human development focused policy agenda, and a tolerant and democratic polity. This argumentative Indian has made the case for the poorest of the poor, and for plurality in cultural perspective. It is not surprising that he has won the highest awards, ranging from the Nobel Prize (...) in Economics to the Bharat Ratna, India's highest civilian honor. This public recognition has gone hand in hand with the affection and admiration that Amartya's friends and students hold for him. -/- This volume of essays, written in honor of his 75th birthday by his students and peers, covers the range of contributions that Sen has made to knowledge. They are written by some of the world's leading economists, philosophers and social scientists, and address topics such as ethics, welfare economics, poverty, gender, human development, society and politics. -/- Contributors include: Bina Agarwal, Isher Ahluwalia, Montek S Ahluwalia, Ingela Alger, Sabina Alkire, Paul Anand, Sudhir Anand, Kwame Anthony Appiah, Muhammad Asali, Department of Economics, A. B. Atkinson, Amiya Kumar Bagchi, Pranab Bardhan, Lourdes Benería, Francois Bourguignon, Sugata Bose, Walter Bossert, John Broome, Satya R. Chakravarty, Lincoln C. Chen, Martha Alter Chen, Kanchan Chopra, Rajat Deb, Simon Dietz, Bhaskar Dutta, James E. Foster, Sakiko Fukuda-Parr, Wulf Gaertner, Indranil K. Ghosh, Jonathan Glover, Peter Hammond, Christopher Handy, Christopher Harris, Cameron Hepburn, Jane Humphries, Rizwanul Islam, Satish K. Jain, Ayesha Jalal, Mary Kaldor, Sunil Khilnani, Stephan Klasen, Jocelyn Kynch, Isaac Levi, Oliver Linton, Enrica Chiappero Martinetti, Kirsty McNay, Martha C. Nussbaum, Siddiqur R. Osmani, Elinor Ostrom, Prasanta K. Pattanaik, Edmund S. Phelps, Mozaffar Qizilbash, Gustav Ranis, Martin Ravallion, Sanjay G. Reddy, Kevin Roberts, Ingrid Robeyns, Maurice Salles, Emma Samman, Cristina Santos, Thomas. M. Scanlon, Arjun Sengupta, Tae Kun Seo, Anthony Shorrocks, Ronald Smith, Rehman Sobhan, Robert M. Solow, Nicholas Stern, Frances Stewart, Joseph E. Stiglitz, S. Subramanian, Kotaro Suzumura, Alain Trannoy, Ashutosh Varshney, Sujata Visaria, Guanghua Wan, Jörgen W. Weibull, John A. Weymark, and Yongsheng Xu. (shrink)
Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa (...) D. Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)
Biologists, historians, lawyers, art historians, and literary critics all voice arguments in the critical dialogue about what constitutes evidence in research and scholarship. They examine not only the constitution and "blurring" of disciplinary boundaries, but also the configuration of the fact-evidence distinctions made in different disciplines and historical moments the relative function of such concepts as "self-evidence," "experience," "test," "testimony," and "textuality" in varied academic discourses and the way "rules of evidence" are themselves products of historical developments. The essays and (...) rejoinders are by Terry Castle, Lorraine Daston, Carlo Ginzburg, Ian Hacking, Mark Kelman, R. C. Lewontin, Pierre Vidal-Naquet, Mary Poovey, Donald Preziosi, Simon Schaffer, Joan W. Scott, Eve Kosofsky Sedgwick, and Barbara Herrnstein Smith. The critical responses are by Lauren Berlant, James Chandler, Jean Comaroff, Arnold I. Davidson, Harry D. harootunian, Elizabeth Helsinger, Thomas C. Holt, Francoise Meltzer, Robert J. Richards, Lawrence Rothfield, Joel Snyder, Cass R. Sunstein, and William Wimsatt. (shrink)
Edward Aloysius Pace, philosopher and educator, by J. H. Ryan.-Neo-scholastic philosophy in American Catholic culture, by C. A. Hart.- The significance of Suarez for a revival of scholasticism, by J. F. McCormick.- The new physics and scholasticism, by F. A. Walsh.- The new humanism and standards, by L. R. Ward.- The purpose of the state, by E. F. Murphy.- The concept of beauty in St. Thomas Aquinas, by G. B. Phelan.- The knowableness of God: its relation to the theory of (...) knowledge in St. Thomas, by Matthew Schumacher.- The modern idea of God, by F. J. Sheen.- The analysis of association of its equational constants, by T. V. Moore.- Bibliography (p. 224-225) - Character and body build in children, by Sister M. Rosa McDonough. Bibliography (p. 248-249) - The moral development of children, by Sister Mary.- Medieval education (700-900) by T. J. Shahan.- The need for a Catholic philosophy of education, by George Johnson. (shrink)
Machine generated contents note: -- List of Contributors -- Acknowledgments -- Introduction: Towards a New Literary Humanism; A. Mousley -- PART I: LITERATURE_AS ERSATZ_THEOLOGY: DEEP SELVES -- Introduction; A. Mousley -- Faith, Feeling, Reality: Anne Brontë as an Existentialist Poet; R. Styler -- Virginia Woolf, Sympathy and Feeling for the Human; K. Martin -- Being Human and being Animal in Twentieth-Century Horse-Whispering Writings: 'Word-Bound Creatures' and 'the Breath of Horses'; E. Graham_ -- Judith Butler and the Catachretic Human; I. Arteel (...) -- PART II: SCEPTICISM,_OR HUMANISM AT THE LIMIT -- Introduction; A. Mousley -- Shakespeare's Refusers: Humanism at the Limit; R. Chamberlain -- Why Eliot Killed Lydgate: 'Joyful Cruelty' in Middlemarch; S. Earnshaw -- Atomised: Mary Midgley and Michel Houellebecq; J. Wallace -- Humanity without Itself: Robert Musil, Giorgio Agamben and Posthumanism; I. Callus_& S. Herbrechter -- PART III: LITERATURE, DEMOCRACY, HUMANISMS FROM BELOW -- Introduction; A. Mousley -- Mobilising Unbribable Life: The Politics of Contemporary Poetry in Bosnia and Herzegovina; D. Arsenijevic -- HUM (-an, -ane, -anity, -anities, -anism, -anise); M. Robson -- Humanising Marx: Theory and Fiction in the Fin de Siècle British Socialist Periodical; D. Mutch -- Civic Humanism: Said, Brecht and Coriolanus; N. Wood -- References -- Index. (shrink)
pt. 1. lecture 1. Issues and problems ; lecture 2. Mircea Eliade's Cosmos and history and cyclical time ; lecture 3. The early enlightenment and the search for the laws of history, Vico's New science of history ; lecture 4. The high enlightenment's cult of progress, Kant's idea for a universal history from a cosmopolitan point of view ; lecture 5. Hegel's philosophy of history ; lecture 6. Marx's historical materialism ; lecture 7. Nietzche's critique of historical consciousness, On the (...) advantages and disadvantages of history for life ; lecture 8. Weber's historical sociology -- pt. 2. lecture 9. Taking the long view, Arnold Toynbee and world historical speculation ; lecture 10. Twentieth-century neo-idealism, R.G. Collingwood's The idea of history ; lecture 11. The positivist conception of historical knowledge, Carl Hempel's The function of general laws in history ; lecture 12. Analytic musings, Arthur Danto's Narration and knowledge ; lecture 13. Social history, structuralism, and the long duree, Fernand Brandel's On history ; lecture 14. Post-structuralism and the linguistic turn, Hayden White's Introduction to metahistory ; lecture 15. Naturalism revisited, William McNeill's Plagues and peoples ; lecture 16. The heterogeneity of historical understanding. (shrink)
Owen Barfield: a conversation with Shirley Sugerman -- To Owen Barfield -- Cecil Harwood: Owen Barfield -- Norman O. Brown: on interpretation -- Howard Nemerov: exceptions and rules -- Studies in polarity -- David Bohm: imagination, fancy, insight, and reason in the process of thought -- R.H. Barfield: darwinism -- Richard A. Hocks: "novelty" in polarity to "the most admitted truths" : tradition and the individual talent in S.T. Coleridge and T.S. Eliot -- Robert O. Preyer: the burden of culture (...) and the dialectic of literature -- R.K. Meiners: on modern poetry, poetic consciousness, and the madness of poets -- Paul Piehler: Milton's iconoclasm -- Colin Hardie: two descents into the underworld -- Lionel Adey: enjoyment, contemplation, and hierarchy in Hamlet -- G.B. Tennyson: etymology and meaning -- R.J. Reilly: a note on Barfield, romanticism, and time -- Shirley Sugerman: an "essay" on Coleridge on imagination -- Clyde S. Kilby: the ugly and the evil -- Mary Caroline Richards: the vessel and the fire -- The works of Owen Barfield -- G.B. Tennyson: a bibliography of the works of Owen Barfield. (shrink)
Any analysis of the concept of computation as it occurs in the context of a discussion of the computational model of the mind must be consonant with the philosophic burden traditionally carried by that concept as providing a bridge between a physical and a psychological description of an agent. With this analysis in hand, one may ask the question: are connectionist-based systems consistent with the computational model of the mind? The answer depends upon which of several versions of connectionism one (...) presupposes: non-learning connectionist-based systems as simulated on digital computers are consistent with the computational model of the mind, whereas connectionist-based systems (/dynamical systems) qua analog systems are not. (shrink)
The Snake and the Fox offers students a new and exciting way to look at and understand logic. Mary Haight uses graphics to tell the story of how logic works, and why it works the way it does. This introductory text uses easy to understand language for the student who has no prior understanding of logic or philosophy. The author includes some discussion on the philosophical theory underlying the logic: not just how to do it, but why it takes (...) the form it does. The Snake and the Fox is user-friendly, interactive, uses questions with answers, and has graphics which will easily guide any student coming to logic for the first time. (shrink)
