"Unabridged and unaltered republication of the work originally published ... in 1950." Bibliographical footnotes.

Charles Peirce was one of those rare individuals, an expert logician who is at the same time an experienced practical scientist. His logical acumen was apparent even to his contemporaries; while an early training in chemistry, astronomy, geodesy and optics, left him, as he declares, “saturated through and through with the spirit of the physical sciences.“ One is therefore hardly surprised to discover that he was deeply interested in scientific methodology—particularly in the logic of induction. Indeed, it would not be (...) an exaggeration to say that some of his most significant contributions to philosophy were made in precisely this field. No apology is thus required for devoting attention to them. In the present paper I want to sketch his treatment of induction very briefly, and attempt a tentative estimate of its validity. (shrink)

Charles Peirce had a flair for asking fruitful questions and for proposing answers that did not block the way of inquiry. Typical examples occur in his philosophy of science where he raises issues that are still very much alive. They include such items as the nature and conditions of scientific progress, the grounds of human success in formulating theories, the completability of scientific knowledge, and the limits imposed by the economy of research. Because these are living issues, Peirce's ideas about (...) them invite examination as if he were our philosophical contemporary. Nicholas Rescher so examines them in his compact, timely book. His treatment is sympathetic but by no means uncritical, as might have been expected in view of the similarities and differences between his own position of methodological pragmatism and the pragmaticism of Peirce. The ensuing discussion thus seems to me worth looking at in a bit of detail. (shrink)

In 2006, based on the advice of 50 international experts, the Lawson Wilkins Pediatric Endocrine Society and the European Society for Paediatric Endocrinology issued a consensus statement on the nomenclature and management of children who have a phenotype that is neither typical male nor female (Lee et al. 2006). Responding to a decade of criticism over the terminology that had been in place, including such terms as intersex, hermaphrodite, or pseudohermaphrodite, they proposed to call those conditions in which the patient (...) does not have the typical male or female gonads, chromosomes, or anatomy "disorders of sexual development."While this proposed change in nomenclature is helpful, in order to truly effect a .. (shrink)

Natural kinds are often contrasted with other kinds of scientific kinds, especially functional kinds, because of a presumed categorical difference in explanatory value: supposedly, natural kinds can ground explanations, while other kinds of kinds cannot. I argue against this view of natural kinds by examining a particular type of explanation—mechanistic explanation—and showing that functional kinds do the same work there as traditionally recognized natural kinds are supposed to do in “standard” scientific explanations. Breaking down this categorical distinction between traditional natural (...) kinds and other kinds of kinds, I argue, delivers two goods: It provides us with a view of natural kindhood that does justice to the epistemic roles of kinds in scientific explanations. And it allows us to solve a problem that HPC theory, currently one of the more popular accounts of natural kindhood, confronts. (shrink)

The Genesis of God: A Theological Genealogy. By Thomas J.J. Altizer. Louisville: Westminster/John Knox Press, 1993. pp.200.

It describes and explains the patient-centered model examining and evaluating qualitative and quantitative research. It comprehensively covers the evolution and the six interactive components of the patient-centered clinical method, taking the reader through the relationships between the patient and doctor and the patient and clinician. All the editors are professors in the Department of Family Medicine at the University of Western Ontario, London, Canada.

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

This work argues for the need to close the gap between the fields of the philosophy of religion and religious studies. Thomas A. Lewis takes up what, in recent years, has often been seen as a fundamental reason for excluding religious ethics and philosophy of religion from religious studies: their explicit normativity. Against this presupposition, Lewis argues that normativity is pervasive--not unique to ethics and philosophy of religion--and therefore not a reason to exclude them from religious studies. He bridges (...) more philosophical and historical subfields by arguing for the importance of history to the philosophy of religion. He considers the future of religious ethics, explaining that the field as whole should learn from the methodological developments associated with recent work in comparative religious ethics and 'comparative religious ethics' should no longer be conceived as a distinct subfield. The concluding chapter engages broader, post-9/11 arguments about the importance of studying religion, arguing that prominent contemporary notions of 'religious literacy' actually hinder our ability to grasp the significance of religion and impact in the world today. (shrink)