In a recent article in Philosophy of Science P. C. Jones discusses the relation between idealism and science. He presents in a very clear way the essentials of the causal theory of perception—the theory which lies at the foundation of the scientific method of research, for the scientist who does not believe that we have a direct knowledge of the external world. He summarizes this causal theory as follows: “An incompletely conceived idealism pictures objects in space and time, and admits (...) only that we have no direct knowledge of them—that what we know of them we merely infer from sensory impulses.”. (shrink)

In the issue of Nature for January 1, 1938, Professor Dingle has given us a remarkably clear and thorough analysis of what the physicist really means, or ought to mean, by the principle that only that which is observable is physically real, or has physical meaning.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:For the Sake of Argument: Practical Reasoning, Character, and the Ethics of BeliefRobert MetcalfFor the Sake of Argument: Practical Reasoning, Character, and the Ethics of Belief. Eugene Garver. Chicago: University of Chicago Press, 2004. pp. 264. $55.00, hardcover; $22.50, paperback.Professor Garver's book, For the Sake of Argument: Practical Reasoning, Character, and the Ethics of Belief, is a provocative and illuminating study of practical reasoning, and one that develops (...) many of the ideas found in his magisterial study, Aristotle's Rhetoric: An Art of Character (Chicago: University of Chicago Press, 1994). The previous book concluded by arguing that Aristotle's Rhetoric is philosophically more interesting today than it was in Aristotle's time, in part because for us there is no polis to which the argumentative facility of rhetoric would be subordinate (1994, 233ff.). This idea is echoed in the present book when Garver writes: "The more we take disagreement to be a permanent part of the situation of practical reasoning, and not something soon to be overcome by appropriate theory or universal enlightenment, the more rhetorical facility becomes a central part [End Page 95] of practical reason" (2004, 175). It is, indeed, a fascinating feature of For the Sake of Argument that it defends the autonomy and integrity of practical reason through Aristotle's insights on the various connections between argument, persuasion, and ethos (153), and illustrates these through examples such as the South African Truth and Reconciliation Commission, the landmark Brown v. Board of Education, and subsequent Supreme Court decisions.The book is divided into eight chapters, and, as Garver explains, these represent four pairs of essays in which a more concrete or "applied" chapter is followed by a chapter that draws generalizations from the examples of the prior chapter. Among the themes most prominent in the book are the connection between reason and character, on which Garver writes, "Practical reason has its own integrity when who we are and how we think are intimately connected" (2); the compatibility, within practical reason, of truth and one's own interest; the "ampliative" nature of practical reason, such that the implications of one's beliefs can lead to discoveries unanticipated at the beginning; the connection between the ethos of a leader and the ethos of a community; and the underappreciated power of epideictic rhetoric "to affirm values and articulate new vocabularies" (178). In addressing such broad themes, Garver's attention to concrete examples, like Brown v. Board of Education, is thoroughly instructive. The Brown decision, he argues, is "an epideictic declaration that equality and antidiscrimination are fundamental American Constitutional values" (73). Brown clearly demonstrates the ampliative nature of practical reason in that the conclusion it reaches is stronger than the premises from which it begins (i.e., the Fourteenth Amendment); moreover, it generates what Garver calls an "ethical surplus" that allows for unanticipated implications that are stronger still, such as the later Court decision striking down antimiscegenation laws (71–73). This "increase" in strength in proceeding from premises to conclusion is "impossible under a purely deductive conception of rationality," Garver writes (73), yet it is well explained by his Aristotle-inspired account of practical reasoning.Surely some readers will recoil from Garver's more provocative claims, such as that "we decide... to be convinced and choose to find a line of reasoning compelling" (119), offered within a discussion of the responsibility we bear in ethical argumentation. However, the issue that is more problematic, to my mind, concerns Garver's treatment of Plato. This may seem odd, given that Plato only appears as a foil in the book—but the problem is that it is merely a caricature of Plato that Garver allows to act as [End Page 96] a foil. Garver argues against "the Platonic program which will save reason by removing it from human contamination" (3) and "the Platonic hope of replacing ethical reasoning by the certainties of science" (5). He sides with Aristotle's idea that we can aim at effectiveness and at rightness together (48, 200) over against the allegedly Platonic idea that we must choose between truth and our own interest, reason and emotion, and so forth, or else... (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

For millennia, diagnosticians distinguished natural sadness that arose from social circumstances from depressive disorders that were disproportionate to their contexts. In 1980, the DSM-III transformed this tradition through equating depressive disorders with symptoms without regard to context. Nevertheless, it excluded grieving people without especially severe or enduring symptoms from diagnosis. Subsequently, considerable empirical research indicated that bereavement was not unique but a model for all stressor-maintained conditions. Yet, despite the evidence showing that the causes, prognoses, and optimal treatments for context-specific (...) depressions differ from those that aren’t, the DSM-5 removed the bereavement exclusion from the diagnostic criteria for major depression. This article considers the reasons behind this elimination and its implications for the research, labeling, and treatment of depression. (shrink)

"This book is an augmented and updated translation by the author of Theorie des Subjekts: Subjectiviteat und Identiteat zwischen Moderne und Postmoderne, Teubingen, Francke-UTB, 2010 (3rd ed.)"--Title page verso.

The increasing demographic changes of populations in many countries require an approach for managing the complexity of sociocultural differences. Such an approach could help healthcare organizations to address healthcare disparities and inequities, and promote cultural safety for healthcare providers and patients alike. Almutairi's critical cultural competence (CCC) is a comprehensive approach that holds great promise for managing difficulties arising from sociocultural and linguistic issues during cross‐cultural interactions.CCChas addressed the limitations of many other cultural competence approaches that have been discussed in (...) the literature. Therefore, the purpose of this study is to define the construct ofCCCand the theoretical components of theCCC. (shrink)

In the latest reform of the National Health Service great emphasis has been placed on the achievement and maintenance of quality. Mechanisms for ensuring this are being set up under the general title of “clinical governance”. What is the meaning of this term? The metaphor behind the phrase is of navigation through stormy seas, but who guides the helmsman? Clinical ethics committees could have a part to play in these changes, provided their role is properly understood. Clinical governance is concerned (...) with management according to an agreed set of aims. The task of ethics committees is Socratic rather than managerial. They should ask fundamental questions about the ethical norms of the services provided and give critical appraisal of the moral character of institutional policies. If these tasks are carried out then governance may become a watchword rather than just another buzzword. (shrink)

Zusammenfassung Der Beitrag widmet sich der Entstehung des Faches Religionsgeschichte in Frankreich. Die Vorgeschichte zu diesem Prozess beginnt mit Benjamin Constants Religionsphilosophie der 1810–1820er Jahre, in der die lokalen und diachronen Veränderungen des allgemein menschlichen religiösen Gefühls als ein Schlüssel zur Religionsgeschichte verstanden wurden. Nach einer langen Pause wird das Thema des religiösen Gefühls in Albert Révilles liberaltheologischem Projekt wieder aktuell. Ausgehend von Schleiermachers Voraussetzungen hoffte Réville dadurch die Apologetik zu modernisieren wie auch den Weg zum theologischen Inklusivismus zu bahnen. (...) Sein Sohn Jean, ebenfalls Theologe, neutestamentlicher Forscher und Sentimentalist, arbeitete mit dem Vater zusammen an der Institutionalisierung des Faches Religionsgeschichte in Frankreich. Albert Réville leitete von 1886 bis zu seinem Tod 1906 die fünfte (religionswissenschaftliche) Sektion der École Pratique des Hautes Études, gleichzeitig war Jean Réville seit 1884 Herausgeber der Fachzeitschrift Revue de l’histoire des religions. Révilles theoretischer Standpunkt wurde von É. Durkheim und seinen Gleichgesinnten H. Hubert und M. Mauss, die die weitere weltanschauliche Säkularisierung förderten, nach 1898 stark kritisiert. Diese Serie von Erwiderungen zeigt die Kluft zwischen der Methodologie der (dem Ursprung nach) evangelischen Religionsgeschichte und der durkheimischen Religionssoziologie. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Matter and Mathematics: An Essentialist Account of the Laws of Nature by Andrew YOUNANDominic V. CassellaYOUNAN, Andrew. Matter and Mathematics: An Essentialist Account of the Laws of Nature. Washington, D.C.: The Catholic University of America Press, 2023. xii + 228 pp. Cloth, $75.00Andrew Younan’s work situates itself between two opposing philosophical accounts of the laws of nature. In one corner, there are the Humeans (or Nominalists); in the (...) other, the Anti-Humeans (or Platonists). The goal of the book is to find an explanation for the orderliness of the natural world that avoids falling into the difficulties of the two opposing philosophies. For example, the Humeans treat “events” as fundamental, and the laws of nature follow from these “events.” For the Humeans, reality is essentially random, with any order being something of our own contrivance. Whereas for the Anti-Humeans, the laws of nature are fundamental and are treated as causing events, turning the effect of necessity into the cause of material [End Page 166] characteristics. Looking to Aristotle and Thomas Aquinas, Younan proposes the recovery of a third option, the Essentialist position. This Essentialist position understands substances, that is, individual beings, as fundamental and all else (for example, events and laws of nature) follow from these individual beings. The thesis of the book, generally understood, is that Essentialism evades the critiques that the Humeans and Anti-Humeans put against one another while retaining what is right in each approach.The book is divided into two parts. The book’s first part deals with general objections and replies and is divided into three chapters. Chapters 1 and 2 address the two opposing accounts of nature mentioned, while chapter 3 argues for the benefits of recovering an Essentialist position. Chapter 1 examines the objection that Aristotelian natural philosophy is incompatible with modern science, an objection raised by Descartes. Chapter 2 addresses the objections of the Humeans, namely, that natural philosophy and, with it, causality and induction have been debunked. Chapter 3 looks at the fathers of quantum theory, specifically Heisenberg, and argues that a return to Aristotle’s understanding of nature would benefit the modern scientific project. The book’s second part is an argument for the Essentialist position and is divided into three chapters. Chapters 4 and 5 are the foundation for chapter 6. Chapter 4 is an abstractive account of mathematics, differing from Descartes and his conceptions, which draws on the texts of Aristotle and Aquinas’s Division and Methods. Chapter 5 situates necessity and its role in Aristotelian natural philosophy. Chapter 6 is the author’s attempt at defining what it is to be a law of nature.Younan argues that adopting an essentialist understanding of nature in a system where all knowledge begins in the senses has three significant “payoffs.” The first is that it avoids governance language, that is, it avoids making laws themselves causes of necessity; the second is that it avoids the assertion of a priori knowledge; the third is that it understands individual things as the fundamental primitives in nature, restoring the substance to its proper place as the thing that “stands under” accidental being.The book is concluded with an appendix that explores and rearticulates Thomas Aquinas’s fifth way under the consideration of everything the author had argued for in the book’s main text. Taking as established by the rest of the book that necessity and teleology go hand in hand, Younan argues for a creator God who establishes a universe freely but within certain parameters that follow upon being itself. Younan concludes, with Thomas Aquinas, that laws of nature are “ordinances of reason” that must come from a rational mind. To be as consistent as they are, the laws of nature must be promulgated by God, and they are discoverable within the nature of matter itself.Younan’s book often engages its interlocutors on the big-picture scale, frequently giving generalizations and not going into details to avoid getting bogged down in the weeds. The author is very aware of what he is doing. [End Page 167] It is appropriate since engaging the multiheaded hydra of the schools of thought that Younan... (shrink)

The paper aims to analyze three discussions pertaining to the artificial intelligence project that took place on both sides of the “Iron Curtain” since the 1960s: 1) E.V. Ilyenkov – D.I. Dubrovsky (USSR), 2) H. Dreyfus – computer scientists (USA), 3) H. Dreyfus – H. Collins (USA – UK). The authors observe the originality of the arguments of Soviet philosophers in comparison with the discussions in the US and UK. The basis for a comparative analysis of these discussions is the (...) typology of social intercourse paradigms, which assumes the existence of three fundamentally different views of humans as social beings: the information-instrumental, the existential-phenomenological, and the social-institutional paradigms. These views correlate with the ideas about humans within different theoretical structures examining artificial intelligence. The information-instrumental paradigm poses the problem of social intercourse regarding communication, material, and informational exchange (D.I. Dubrovsky, computer scientists). The social-institutional paradigm considers social intercourse as personification, actualization, and implementation of the structural characteristics of social relations (E.V. Ilyenkov). The existential-phenomenological paradigm characterizes social intercourse as the realization of the internal potency of a self-conscious individual (H. Dreyfus). The paper exposes that the theoretical and methodological foundations of the discussions under consideration are similar to the paradigmatic foundations of the analysis of social intercourse in social philosophy and social sciences. There are “two and a half floors” in the research of problems associated with the entry of artificial intelligence technologies into the everyday life of society: 1) philosophy, computer and cognitive sciences; 2) social sciences; 3) interdisciplinary research. A particular paradigmatic structure and a unique research problem characterize each of them. In conclusion, “new old questions” are highlighted that structure the field of contemporary social analytics for studying artificial intelligence and artificial sociality. (shrink)

Although research into the biosemiotic mechanisms underlying the purposeful behavior of brainless living systems is extensive, researchers have not adequately described biosemiosis among neurons. As the conscious use of signs is well-covered by the various fields of semiotics, we focus on subconscious sign action. Subconscious semiotic habits, both functional and dysfunctional, may be created and reinforced in the brain not necessarily in a logical manner and not necessarily through repeated reinforcement. We review literature that suggests hypnosis may be effective in (...) changing subconscious dysfunctional habits, and we offer a biosemiotic framework for understanding these results. If it has been difficult to evaluate any psychological approach, including hypnosis, this may be because contemporary neuroscience lacks a theory of the sign. We argue that understanding the fluid nature of representation in biological organisms is prerequisite to understanding the nature of the subconscious and may lead to more effective of treatments for dysfunctional habits developed through personal experience or culture. (shrink)

The ethics of citation has attracted increased attention in recent discussions of research and publication ethics, fraud and plagiarism. Little attempt has been made, however, to situate specific citation misbehaviors in terms of broader ethical practices and principles. To investigate researchers’ perceptions of citation norms, we surveyed active US researchers receiving federal funding from the National Institutes of Health (NIH), the National Science Foundation (NSF), and the National Endowment for the Humanities (NEH). Participants (_n_ = 257) were asked about citation (...) norms they endorse (norm reports), the behaviors they perceive others to engage in (peer reports), and their own citation behaviors (self-reports). Our analyses showed that while considerable discrepancies exist between norm reports, peer reports and self-reports, respondents’ discipline has no significant effect on these. Participants indicated that their own practices and that of their peers falls short of the norms they endorse, but that their own behavior is much less ethically deficient than that of their peers. An exploratory factor analysis revealed that ethically questionable citation behaviors could be grouped usefully into three categories: strategic citations, neglectful citations, and blind citations. Contrary to our hypothesis, the survey showed that greater experience does not always result in better citation practices. A particularly divisive issue pertained to intentionally citing authors from underrepresented demographic groups for reasons of social justice, but broad support for this practice is lacking, although arts and humanities scholars are slightly more supportive. Most researchers view questionable citation practices as negatively affecting their disciplines. Our findings suggest the need for clearer articulations of the citation norms and improved guidance and training about citations. (shrink)

Many interpreters of Plato's Laws have seen the introduction of the ‘nocturnal council’ towards the end of that dialogue as a return to the sort of philosophic dictatorship allegedly recommended in the Republic and thus as a betrayal of the principle of the rule of law evinced in most of the Laws. This paper defends the consistency of the council with the larger programme of the Laws by showing that its function is philosophic discussion and not rule. Its influence will (...) be the influence of philosophy on its members, who already occupy political offices in the city, and not direct rule as a body. In this way, the council provides a point of entry for the transpolitical good of philosophy into the city and thus offers an essentially legal regime the means of transcending some of its characteristic limitations. It also points to larger themes in Plato's political philosophy. (shrink)

ABSTRACT We1 study unification of formulas in modal logics and consider logics which are equivalent w.r.t. unification of formulas. A criteria is given for equivalence w.r.t. unification via existence or persistent formulas. A complete syntactic description of all formulas which are non-unifiable in wide classes of modal logics is given. Passive inference rules are considered, it is shown that in any modal logic over D4 there is a finite basis for passive rules.

In this book, the extend to which we can equip artificial agents with moral reasoning capacity is investigated. Attempting to create artificial agents with moral reasoning capabilities challenges our understanding of morality and moral reasoning to its utmost. It also helps philosophers dealing with the inherent complexity of modern organizations. Modern society with large multi-national organizations and extensive information infrastructures provides a backdrop for moral theories that is hard to encompass through mere theorising. Computerized support for theorising is needed to (...) be able to fully grasp and address the inherent complexity. Using moral reasoning capacity will help us addressing the challenges that technological artefacts pose. They do not only contain information about us, they start to act on our behalves.With the increasing autonomy comes an increased need to ensure that their behaviour is in line with what we expect from them. To investigate and address these issues a laboratoy for philosophy is outlined: SophoLab. It consists of a methodology; a framework of modal logic, DEAL; and multi-agent software systems. SophoLab provides the basis for an experimental, computational philosophy. Its viability and usefulness are demonstrated through several experiments. (shrink)

Medicine is a science, and healing, an art. The right mix of a scientist and an artist is essential in a good physician. Clinical detachment is the balance between the scientist and the human. Good physicians are born; however, it is possible to cultivate the qualities. Gaining the patient's confidence is an art; a sense of humor can greatly help. Give a child respect and he becomes your friend. Death is inevitable, but a physician can help make it less agonizing. (...) A good physician is a philosopher, aware of the beauty of life, of his limitations and conscious of the power that controls us. (shrink)

It is human nature to try to recognize patterns and to make sense of that which we observe. Unfortunately, our intuition is often wrong, and so there is a need to impose some objectivity on the methods by which observations are converted into knowledge. One definition of biostatistics could be precisely this, the rigorous and objective conversion of medical and/or biological observations into knowledge. Both consumers of biostatistical principles and biostatisticians themselves vary in the extent to which they recognize the (...) need to continue the improvement. Some may not recognize the need for (some or all of) the methods that have already been developed; others may accept these as they find them completely sufficient; still others recognize both the value and the shortcomings of these methods, and seek to develop even better methods to ensure that future medical conclusions are less subject to biases than current ones are. (shrink)