In line with the British Psychological Society's recent recommendations for teaching the history of psychology, this comprehensive undergraduate textbook emphasizes the philosophical, cultural and social elements that influenced psychology's development. The authors demonstrate that psychology is both a human (e.g. psychoanalytic or phenomenological) and natural (e.g. cognitive) science, exploring broad social-historical and philosophical themes such as the role of diverse cultures and women in psychology and the complex relationship between objectivity and subjectivity in the development of psychological knowledge. The result (...) is a fresh and balanced perspective on what has traditionally been viewed as the collected achievements of a few 'great men'. With a variety of learning features, including case studies, study questions, thought experiments and a glossary, this new textbook encourages students to critically engage with chapter material and analyze themes and topics within a social, historical and philosophical framework. (shrink)

Psychologist Richard Nisbett argues that fundamental aspects of critical thinking and logic are culturally conditioned. Nisbett’s claims, if correct, have substantial implications for the teaching of logic and critical thinking. In this paper I examine Nisbett’s arguments and conclude that he overstates the degree to which his empirical work justifies his theories about cultural difference. I will argue that we have good reason to be cautious about revising our pedagogy on the basis of assumptions about cultural difference, and that Nisbett’s (...) work does not provide convincing enough evidence to justify setting that caution aside. (shrink)

While ante rem structuralism offers a promising account of mathematical truth and mathematical ontology, several of the most prominent formulations of the view seem to be subject to significant difficulties involving the identity conditions of the objects they posit. In this paper I argue that those difficulties can be overcome by adopting encoding structuralism, a version of realism about mathematical objects developed by Bernard Linsky, Uri Nodelman and Edward Zalta.

Hirschfeld and Wheeler proved in 1975 that ∑1 ultrapowers (= “simple models”) are rigid; i.e., they admit no non-trivial automorphisms. We later noted, essentially mimicking their technique, that the same is true of Δ1 ultrapowers (= “Nerode semirings”), a class of models of Π2 Arithmetic that overlaps, but is mutually non-inclusive with, the class of Σ1 ultrapowers. Hirschfeld and Wheeler left as open the question whether some Σ1 ultrapowers might admit proper isomorphic self-injections. We do not answer that question; but (...) we do answer the corresponding question, in the negative, for the Δ1 case. (shrink)

I. Wesen und entwicklung des humanitätsgedankens.--II. Der socialismus.--III. Der individualismus.--IV. Der utilitarianismus.--V. Der pessimismus.--VI. Der evolutionismus.--VII. Der positivismus.--VIII. Nietzsches uebermensch.--IX. Die hauptgrundsätze einer modernen humanitätsethik.

Several problems that pertain to certain arithmetically well-behaved countable subsemirings of Λ, the semiring of isols, are discussed. This is relevant to the present volume memorializing the late John Myhill, in that Myhill was an early co-developer of the theory of Λ.

Open peer commentary on the article “Second-Order Cybernetics as a Fundamental Revolution in Science” by Stuart A. Umpleby. Upshot: The process of writing a discussion case study requires that a researcher become embedded in the domain being studied; it entails constructing a reality as it is perceived by the participants; it demands a high level of humility, since complex environments have a tendency to thwart rational reasoning processes. Unfortunately, these very characteristics lead conventional researchers to disparage case writing, even questioning (...) whether it warrants the label of “research.” The propositions of second-order cybernetics offer a glimmer of hope to those of us who continue to write cases, as they inform us that what we are doing is science, just a different flavor of science. (shrink)