Examples of historical writing are analysed in detail, and it is demonstrated that, with respect to the statements which appear in historical accounts, their truth and value-freedom are neither necessary nor sufficient for the relative acceptability of historical accounts. What is both necessary and sufficient is the acceptability of the selection of statements involved, and it is shown that history can be objective only if the acceptability of selection can be made on the basis of a rational criterion of relevance. (...) 'Relevance' and 'significance 1 are distinguished. The conditions of rationality of a criterion of acceptability are examined with special reference to Popper's criterion of 'falsifiability', which is shown to fail to apply to historical writing. General conclusions are drawn about the implications of the argument for the possibility of the 'unity of science', and about the conditions which need to be met if history is to be objective. (shrink)

Analytical philosophers, if they are true to their training, never forget the first lesson of analytical philosophy: philosophers have no moral authority.In so far as analytical philosophers believe this, they find it easy to live with. For them even to assert, let alone successfully lay claim to, moral authority would require, first, hard work of some non-analytical and probably mistaken kind and, secondly, personality traits of leadership or confidence or even charisma, which philosophers may accidentally have but which they are (...) certainly not trained to have and had better not rely upon, while they live by analytical standards. Yet a further reason why analytical philosophers find the denial of their moral authority easy to accept is that they never forget the second lesson of analytical philosophy, either: nobody else has any moral authority. (shrink)

Analytical philosophers, if they are true to their training, never forget the first lesson of analytical philosophy: philosophers have no moral authority.In so far as analytical philosophers believe this, they find it easy to live with. For them even to assert, let alone successfully lay claim to, moral authority would require, first, hard work of some non-analytical and probably mistaken kind and, secondly, personality traits of leadership or confidence or even charisma, which philosophers may accidentally have but which they are (...) certainly not trained to have and had better not rely upon, while they live by analytical standards. Yet a further reason why analytical philosophers find the denial of their moral authority easy to accept is that they never forget the second lesson of analytical philosophy, either: nobody else has any moral authority. (shrink)

Cognition in work teams has been predominantly understood and explained in terms of shared cognition with a focus on the similarity of static knowledge structures across individual team members. Inspired by the current zeitgeist in cognitive science, as well as by empirical data and pragmatic concerns, we offer an alternative theory of team cognition. Interactive Team Cognition (ITC) theory posits that (1) team cognition is an activity, not a property or a product; (2) team cognition should be measured and studied (...) at the team level; and (3) team cognition is inextricably tied to context. There are implications of ITC for theory building, modeling, measurement, and applications that make teams more effective performers. (shrink)

Originally published in Proceedings of the British Academy 60 (1974), 339-359.

J.L. Ackrill's work on Plato and Aristotle has had a considerable influence upon ancient philosophical studies in the late twentieth century. This volume collects the best of Ackrill's essays on the two greatest philosophers of antiquity. With philosophical acuity and philological expertise he examines a wide range of texts and topics--from ethics and logic to epistemology and metaphysics--that continue to be in the focus of debate.

A comprehensive one-year graduate (or advanced undergraduate) course in mathematical logic and foundations of mathematics. No previous knowledge of logic is required; the book is suitable for self-study. Many exercises (with hints) are included.

In a single volume intended for philosophy students of all levels as well as their teachers, this reader provides modern, accurate translations of the texts necessary for a careful study of most aspects of Aristotle's philosophy. Professor Ackrill has drawn on his broad experience of teaching graduate classes in selecting the texts, and his choice reflects issues of current philosophical interest as well as the perennial themes. Only recent translations which achieve a high level of accuracy have been chosen: the (...) aim is to place the reader without Greek, as nearly as possible, in the position of a reader of Greek. As an aid to study, a valuable guide to the key topics covered is also suppied, giving references to works or passages contained in the reader, an indication of their interrelation, and a currnet bibliography. (shrink)

J. L. Ackrill; VIII*—Aristotle's Definitions of Psuche, Proceedings of the Aristotelian Society, Volume 73, Issue 1, 1 June 1973, Pages 119–134, https://doi.org.

Ultimism and the aims of human immaturity -- Faith without details, or how to practice skeptical religion -- Simple faith and the complexities of tradition -- The structure of faith justification -- How skeptical faith is true to reason -- Anselm's idea -- Leibniz's ambition -- Paley's wonder -- Pascal's wager -- Kant's postulate -- James's will -- Faith is positively justified : the many modes of religious vision.