Collaborative work with Robert S. Brumbaugh, first published in 1950. This work, intended as a textbook for undergraduates and also as a reader for the literate layperson, is a survey of Western philosophy from its beginnings until the mid-point of the t20th century. The chapters are divided according to traditional historical markers with Stallknecht and Brumbaugh also providing chapters on the major movements in philosophy from 1850 to 1950, and discussions of moral philosophy as well as symbolic logic.

Jild-i 1: Muntakhab-i ās̲ār-i: Sant Agūstīn, tarjumah-ʼi Muḥammad Taqī Bahrāmī Ḥarrān; Tūmās Akvīnās, tarjumah-ʼi Manūchihr Buzurgmihr; Bārūkh Ispīnūzā, tarjumah-ʼi Abū Ṭālib Ṣārimī; Bilz Pāskāl, tarjumah-ʼi Ḥusayn Kasmāʼī, va muntakhabātī az: Ūpānīshādhā, Dimāpādā, Sūrāngāmāsūtrā, Bhāgavat Gītāyā tarjumah-ʼi Riz̤ā Ṣaddūqī --.

Individual differences are indeed an important aid to our understanding of human cognition, but the importance of the rationality debate is open to question. An understanding of the process involved, and how and why differences occur, is fundamental to our understanding of human reasoning and decision making.

O presente artigo apresenta uma pesquisa sobre o que a instituição católica entende por piedade popular, tendo como base o Diretório de Piedade Popular e Liturgia, para em seguida, abordar o tema piedade popular mariana, com suas características próprias, como sentimento via cordis, exuberância, expressividade, vitalidade e caráter maravilhoso, e analisar a postura do catolicismo oficial, diante dessa maneira de vivenciar a fé. Posto isso, pesquisou-se o culto mariano, tendo como horizonte a exortação apostólica Marialis Cultus, de Paulo VI, que (...) contém orientações, como bíblica, litúrgica, sensibilidade ecumênica e antropológica, para promover uma genuína reforma da veneração a Maria. (shrink)

Presenting the history of space-time physics, from Newton to Einstein, as a philosophical development DiSalle reflects our increasing understanding of the connections between ideas of space and time and our physical knowledge. He suggests that philosophy's greatest impact on physics has come about, less by the influence of philosophical hypotheses, than by the philosophical analysis of concepts of space, time and motion, and the roles they play in our assumptions about physical objects and physical measurements. This way of thinking (...) leads to interpretations of the work of Newton and Einstein and the connections between them. It also offers ways of looking at old questions about a priori knowledge, the physical interpretation of mathematics, and the nature of conceptual change. Understanding Space-Time will interest readers in philosophy, history and philosophy of science, and physics, as well as readers interested in the relations between physics and philosophy. (shrink)

In the Scholium to the Definitions at the beginning of the {\em Principia\/} Newton distinguishes absolute time, space, place and motion from their relative counterparts and attempts to justify they are indeed ontologically distinct in that the absolute quantity cannot be reduced to some particular category of the relative, as Descartes had attempted by defining absolute motion to be relative motion with respect to immediately ambient bodies. Newton's bucket experiment, rather than attempting to show that absolute motion exists, (...) is one of five arguments from the properties, causes and effects of motion that attempts to show that no such program can succeed, and thus that true motion can be adequately analyzed only by invoking immovable places, i.e., the parts of absolute space. (shrink)

Late in 1990, the Center for the Study of Ethics in the Professions at Illinois Institute of Technology (lIT) received a grant of more than $200,000 from the National Science Foundation to try a campus-wide approach to integrating professional ethics into its technical curriculum.! Enough has now been accomplished to draw some tentative conclusions. I am the grant's principal investigator. In this paper, I shall describe what we at lIT did, what we learned, and what others, especially philosophers, can learn (...) from us. We set out to develop an approach that others could profitably adopt. I believe that we succeeded. (shrink)

Isaac Newton founded classical mechanics on the view that space is something distinct from body and that time is something that passes uniformly without regard to whatever happens in the world. For this reason he spoke of absolute space and absolute time, so as to distinguish these entities from the various ways by which we measure them (which he called relative spaces and relative times). From antiquity into the eighteenth century, contrary views which denied that space and time are (...) real entities maintained that the world is necessarily a material plenum. Concerning space, they held that the idea of empty space is a conceptual impossibility. Space is nothing but an abstraction we use to compare different arrangements of the bodies constituting the plenum. Concerning time, they insisted, there can be no lapse of time without change occurring somewhere. Time is merely a measure of the cycles of change within the world. (shrink)

Abstract Einstein intended the general theory of relativity to be a generalization of the relativity of motion and, therefore, a radical departure from previous spacetime theories. It has since become clear, however, that this intention was not fulfilled. I try to explain Einstein's misunderstanding on this point as a misunderstanding of the role that spacetime plays in physics. According to Einstein, earlier spacetime theories introduced spacetime as the unobservable cause of observable relative motions and, in particular, as the cause of (...) inertial effects of ?absolute? motion. I use a comparative analysis of Einstein and Newton to show that spacetime is not introduced as an explanation of observable effects, but rather is defined through those effects in arguments like Newton's ?water bucket? argument and Einstein's argument for special relativity. I then argue that to claim that a spacetime theory is true, or to claim that a spacetime structure is ?real?, is not to claim that a theoretical object explains the observable. Rather, it is to claim that the fundamental definitions that link spacetime structure to physical phenomena are empirically sound, i.e. that they can be successfully applied empirically. This leads to a new and clearer view of the empirical content of spacetime theories and of the meaning of ?realism? about spacetime. (shrink)

In addition to considering sociocultural, political, economic, and ethical factors, effectively engaging socioscientific issues requires that students understand and apply scientific explanations and the nature of science. Promoting such understandings can be achieved through immersing students in authentic real-world contexts where the SSI impacts occur and teaching those students about how scientists comprehend, research, and debate those SSI. This triangulated mixed-methods investigation explored how 60 secondary students’ trophic cascade explanations changed through their experiencing place-based SSI instruction focused on the Yellowstone (...) wolf reintroduction, including scientists’ work and debates regarding that issue. Furthermore, this investigation determined the association between the students’ post place-based SSI instruction trophic cascade explanations and NOS views. Findings from this investigation demonstrate that through the place-based SSI instruction students’ trophic cascade explanations became significantly more accurate and complex and included more ecological causal mechanisms. Also, significant and moderate to moderately large correlations were found between the accuracy and contextualization of students’ post place-based SSI instruction NOS views and the complexity of their trophic cascade explanations. Empirical substantiation of the association between the complexity of students’ scientific explanations and their NOS views responds to an understudied area in the science education research. It also encourages the consideration of several implications, drawn from this investigation’s findings and others’ prior work, which include the need for NOS to be forefront alongside and in connection with science content in curricular standards and through instruction focused on relevant and authentic place-based SSI. (shrink)

The work of George Smith has illuminated how Newton’s scientific method, and its use in constructing the theory of universal gravitation, introduced an entirely new sense of what it means for a theory to be supported by evidence. This new sense goes far beyond Newton’s well known dissatisfaction with hypothetico-deductive confirmation, and his preference for conclusions that are derived from empirical premises by means of mathematical laws of motion. It was a sense of empirical success that George was (...) especially well placed to identify and to understand, through his experience as an engineer specializing in failure analysis. For Newton, to understand how well his theory was supported by evidence, he had to anticipate, as far as possible, all the ways in which it might be wrong. This paper explores how Newton's empirical method shaped his thinking about space, time, and the relativity of motion. (shrink)

As I have read the scholium, it divides into three main parts, not including the introductory paragraph. The first consists of paragraphs one to four in which Newton sets out his characterizations of absolute and relative time, space, place, and motion. Although some justificatory material is included here, notably in paragraph three, the second part is reserved for the business of justifying the characterizations he has presented. The main object is to adduce grounds for believing that the absolute quantities (...) are indeed distinct from their relative measures and are not reducible to them. Paragraph five takes this up for the case of time. Paragraphs eight to twelve endeavor to do this for rest and motion by appealing to their properties, causes and effects. In arguing that absolute motion is not reducible to any particular form of the relative motion of bodies with respect to one another, and thus, as is directly argued in the third argument, must be understood in terms of motionless places, Newton thereby constructs an indirect case that absolute space is indeed something distinct from any relative space. Paragraph thirteen functions as conclusion to this line of inquiry and comments on how, in the light of this, the names of these quantities are to be interpreted in the scriptures. The third and final part consists of paragraph fourteen alone, and addresses the question: given that true motion is motion with respect to absolute space, but the parts of the latter are not perceivable, is it possible for us to know the true motions of individual bodies? Newton illustrates how this may be done from the evidence provided by their apparent motions and the forces which are the causes and effects of true motion. This forms a bridge to the body of the work insofar as the purpose of the Principia, according to Newton, is to show how this, and the converse problem, of inferring true and apparent motions from the forces, can be dealt with.Part II of this paper will appear in the next issue of Studies in History and Philosophy of Science. (shrink)

The essays included in this volume are concerned with assessing Newton's contribution to the thought of others. They explore all aspects of the conceptual background-historical, philosophical, and narrowly methodological-and examine questions that developed in the wake of Newton's science.

'almost every branch of modern science can trace phases of its origin in his writings... in the broad field of science Boyle made a greater number and variety of discoveries than one man is ever likely to make again' - John Fulton, Boyle's bibliographer Robert Boyle (1627-91) was one of the most influential scientists and philosophers of the seventeenth century. The founder of modern chemistry, he headed the movement that turned it from an occult science into a subject well-grounded (...) in experiment, sound methodology and observation. His pioneering experiments on the properties of gases and his mechanistic theory of matter are the forerunners of the modern theories of chemical elements and atomic theory. He is best known for founding the renowned Boyle Lectures and for Boyle's Law that states that the pressure and volume of a gas are inversely proportional. A founding fellow of the Royal Society, three consecutive kings of England conversed familiarly with him. Philosophically, he wrote with sophistication on atheism, atomism, epistemology, miracles and natural laws. He influenced Berkeley, Spinoza, Henry More and especially John Locke, who relied on Boyle's theory of primary and secondary qualities in his Essay Concerning Human Understanding. Boyle's circle of correspondents included Newton, Locke, Aubrey, Oldenburg and Hartlib, and his influence on both British and European scholars was enormous. He also took a lead part in examining the relation of science to theology. This is the standard edition of Boyle's works and the only complete collection currently available. First published in 1772, it brings together his many and varied writings in one comprehensive, fully-indexed source. Covering his work in chemistry, philosophy and theology, it includes a Life of Boyle by Thomas Birch. The Thoemmes reprint of the second and best English edition features a new introduction by Peter Alexander, one of the world authorities on Boyle. --includes a Life of Boyle by Thomas Birch --features letters to and from Boyle --this rare edition is the only complete collected edition currently available and the standard text to which literature on Boyle refers --engraved frontispieces and several fold-out illustrations. (shrink)

How does our understanding of what it means to be rational affect our interpretation of the world around us? ... Essayists discuss the nature and extent of rationality - its content, focus, and the intrinsic guidelines for using the term "rational" when describing persons or actions. The distinguished contributors to this collection include Max Black, Steven J. Brams, James H. Bunn, Christopher Cherniak, Murray Clarke, Marjorie Clay, Paul Diesing, Antony Flew, John T. Kearns, D. Mark Kilgour, Hilary Kornblith, Charles H. (...) Lambros, Duncan MacIntosh, Alistair MacLeod, Robert G. Meyers, Erwin Segal, Zeno G. Swijtink, Brice R. Wachterhauser, and Paul Weirich. (shrink)

My object is to question a recurrent claim made to the point that Thomas Reid (1710–1796) was hostile to ether theories and that this hostility had its source in his distinctive interpretation of the first of Newton's regulæ philosophandi. Against this view I will argue that Reid did not have any quarrel at all with unobservable or theoretical entities as such, and that his objections against actual theories concerning ether were scientific rather than philosophical, even when based on (...) class='Hi'>Newton's first rule. I argue further that Reid's insistence on Newton's rule concerns, not direct observation, but rather the notion of explanation itself. (shrink)

Newton's bucket, Einstein's elevator, Schrödinger's cat – these are some of the best-known examples of thought experiments in the natural sciences. But what function do these experiments perform? Are they really experiments at all? Can they help us gain a greater understanding of the natural world? How is it possible that we can learn new things just by thinking? In this revised and updated new edition of his classic text _The Laboratory of the Mind_, James Robert Brown continues (...) to defend apriorism in the physical world. This edition features two new chapters, one on “counter thought experiments” and another on the development of inertial motion. With plenty of illustrations and updated coverage of the debate between Platonic rationalism and classic empiricism, this is a lively and engaging contribution to the field of philosophy of science. (shrink)

Robert Solomon has usefully set forth the outlines of an ontology of ethics for the employee. I seize upon three of the insights in his paper-specifically, relating to employee role, social nature, and virtue-and develop them along Aristotelean lines, showing along the way how classic "dilemmas" of the business ethics literature can be recast as problems of employee character and virtue.