After having achieved some level of competency in their critical thinking classes, students are often frustrated by the effects of their use of critical thinking with their friends and family. This threat to their long-standing relationships and social comfort should be addressed in our pedagogy if we are to enable critical thinking to realize its potential for effective communication. Explicit attention to the emotional component of critical thinking exchanges is a possible step towards alleviating the negative tensions that would otherwise (...) result from the socially clumsy deployment of critical thinking. This paper offers suggestive evidence of relational frustration experienced by freshman critical thinking students and provides practical suggestions whereby criticaI thinking can nurture, rather than jeopardize social networks. (shrink)

This paper reports the introduction of electronic handsets, like those used on the television show 'Who Wants To Be A Millionaire?' into the teaching of philosophical logic. Logic lectures can provide quite a formidable challenge for many students, occasionally to the point of making them ill. Our rationale for introducing handsets was threefold: to get the students thinking and talking about the subject in a public environment; to make them feel secure enough to answer questions in the lectures because the (...) system enabled them to do this anonymously; and to build their confidence about their learning by their being able to see how they were progressing in relation to the rest of the students in the class. We have achieved all of these and more. Our experience has revealed that the use of handsets encourages a more dynamic form of student interaction in an environment - the lecture - that can, in the wrong hands, be utterly enervating, but they also provide an opportunity for the lecturer to respond to students' difficulties at the time when they really matter. In this paper, we discuss our case of rapid adoption, our grounds for judging it a success, and what that success seems to have depended on. (shrink)

Cambridge Texts in the History of Philosophy: Series Editors, Karl Ameriks and Desmond M. Clarke. Ren Descartes, Meditations on First Philosophy with Selections from the Objections and Replies . Translated and edited by John Cottingham. Cambridge, Cambridge University Press, 1996. Pp. xlvi + 120. 25., 7.95 pb. ISBN 0-521-55252-4 (hb.). ISBN 0-521-55818-2 (pb.). Ralph Cudworth, A Treatise Concerning Eternal and Immutable Morality with A Treatise of Freewill . Edited by Sarah Hutton. Cambridge, Cambridge University Press, 1996. Pp. xxxvi + 218. (...) 37.50 hb., 13.95 pb., ISBN 0-521-47362-4 (hb.). ISBN 0-521-47918-5 (pb.). Anne Conway: The Principles of the Most Ancient and Modern Philosophy . Translated and edited by Allison P. Coudert and Taylor Corse. Cambridge, Cambridge University Press, 1996. Pp. xxxix + 73. 35.00 hb., 12.95 pb. ISBN 0-521-47335-7 (hb.). ISBN 0-521-47904-5 (pb.). Julien Offray de La Mettrie: Machine Man and Other Writings . Translated and edited by Ann Thomson. Cambridge, Cambridge University Press, 1996. Pp. xxx + 179. 35.00 (hb.), 12.95. ISBN 0-521-47258-X (hb.). ISBN 0-521-47849-9 (pb.). (shrink)

In this paper I criticize Cartwright's analysis of capacities and offer an alternative analysis. I argue that Cartwright's attempt to connect capacities to her condition CC fails because individuals can exercise capacities only in certain contexts. My own analysis emphasizes three features of capacities: 1) Capacities belong to individuals; 2) Capacities are typically not metaphysically fundamental properties of individuals, but can be explained by referring to structural properties of individuals; and 3) Laws are best understood as ascriptions of capacities.