“Every step and every movement of the multitude, even in what are termed enlightened ages, are made with equal blindness to the future; and nations stumble upon establishments, which are indeed the result of human action, but not the execution of any human design.”—_Adam Ferguson_ During the Scottish Enlightenment, David Hume, Adam Smith, Adam Ferguson, and other lesser thinkers described a theory of spontaneously generated social order. Ronald Hamowy discusses their contributions to this significant area of social theory, noting (...) that the revolutionary aspect of these philosophers’ thoughts was “the proposition that social phenomena of a high degree of intricacy are not the product of intentional design.” Hamowy shows that Hume is best known for his application of the theory to justice, developing it most thoroughly in the _Treatise of Human Nature. _Adam Smith’s first treatment of it is in the _Theory of Moral Sentiment, _published before the significant _Wealth of Nations. _There Smith uses it to explain the development of general rules that compose the moral fabric of societies. All of these thinkers used their notion of spontaneously generated social order to explain systems of moral rules and social systems. In addition Adam Ferguson and David Hume applied the theory to language, as well as to economic development. (shrink)

Charles A. Baylis; VII—Foundations For a Presentative Theory of Perception and Sensation, Proceedings of the Aristotelian Society, Volume 66, Issue 1, 1 June 19.

This paper describes one style of functional analysis commonly used in the neurosciences called task-bound functional analysis. The concept of function invoked by this style of analysis is distinctive in virtue of the dependence relations it bears to transient environmental properties. It is argued that task-bound functional analysis cannot explain the presence of structural properties in nervous systems. An alternative concept of neural function is introduced that draws on the theoretical neuroscience literature, and an argument is given to show that (...) this alternative concept of may help to overcome the explanatory limitations of task-bound functional analysis. (shrink)

Cortical color blindness, or cerebral achromatopsia, has been likened by some authors to ''blindsight'' for color or an instance of ''covert'' processing of color. Recently, it has been shown that, although such patients are unable to identify or discriminate hue differences, they nevertheless show a striking ability to process wavelength differences, which can result in preserved sensitivity to chromatic contrast and motion in equiluminant displays. Moreover, visually evoked cortical potentials can still be elicited in response to chromatic stimuli. We suggest (...) that these demonstrations reveal intact residual processes rather than the operation of covert processes, where proficient performance is accompanied by a denial of phenomenal awareness. We sought evidence for such covert processes by conducting appropriate tests on achromatopsic subject M.S. An ''indirect'' test entailing measurement of reaction times for letter identification failed to reveal covert color processes. In contrast, in a forced choice oddity task for color, M.S. was unable to verbally indicate the position of the different color, but was surprisingly adept at making an appropriate eye movement to its location. This ''direct'' test thus revealed the possible covert use of chromatic differences. (shrink)

This book is a clear, engaging, and ambitious introduction to the philosophy of John Dewey. First, a comment about the subtitle: while I recognize that it reflects the book’s inclusion in a series of “beginner’s guides,” the subtitle (“a beginner’s guide”) is unfortunate. The book is much more than that, and, as such, it is more valuable than the subtitle suggests. It is clearly of help to people new to Dewey, and yet it is also a significant resource for those (...) returning to Dewey in a variety of capacities. For example, this reviewer has found Hildebrand’s book helpful for thinking about pedagogical strategies for teaching Dewey in a recent seminar class (on James and Dewey), and I expect many other teachers will .. (shrink)

A recent article in this journal describes certain mathematical and philosophical controversies which occurred in Prussia during the middle decades of the 18th century. The article pays particular attention to the position of Christian Wolff and to the views of some of his followers. Both Wolff and the Wolffians are shown to have supported some of Leibniz's doctrines against those of the Newtonian camp. As a result, or perhaps in part as a premise, there is a strong tendency throughout the (...) article to identify Wolff himself with Leibniz. The reader will naturally conclude that Wolff (and, in turn, the Wolffians) must have been a faithful student and expositor of his master, Leibniz. My purpose in the present investigation is to contribute to an examination of the accuracy of this portrayal. (shrink)

Charles A. Baylis; VII—Foundations For a Presentative Theory of Perception and Sensation, Proceedings of the Aristotelian Society, Volume 66, Issue 1, 1 June 19.

Though some doubts about the principle that every proposition is either true or false were entertained even by Aristotle, both the number and the vigor of criticisms of this principle have been increasing in recent years. This paper attempts a restatement and a re-examination of the issues involved in this dispute, and in particular an evaluation of the effects on the argument of such recent discoveries as that of the “many-valued logics.”.