The present trend towards an atheoretical statistical method of psychiatric classification has prompted many psychiatrists to conceive of "mental disorder", or for that matter any other psychopathological designation, as an indexical cluster of properties and events more than a distinct psychological impairment. By employing different combinations of inclusion and exclusion criteria, the current American Psychiatric Association's scheme (called DSM-III) hopes to avoid the over-selectivity of more metaphysical systems and thereby provide the clinician with a flexible means of dealing with a (...) wide diversity of cases. In the hope of redirecting future inquiry, the paper will argue: (1) that this recent trend might appear to be clinically beneficial, but in point of fact it is riddled by unsound theoretical conclusions which leave the field without a deeply reaching base for understanding and treating mental disorder, and (2) that, a fortiori, "mental disorder" is best conceived as not a cluster of properties and events, nor a metaphorical reaction to a breakdown in social interpersonal relations, but as a deeply laid condition characterized by the absence of an imaginally integrated system. (shrink)

Since of much of modern discourse, extending from cognitivism to connectionism to deconstructivism, has been greatly inclined to look at reality in relation to processes where the personal factor plays little if any causal role, the pursuit of wisdom today has become primarily identified with the logos or the pursuit of a rational account of reality and the rule governing principles behind it. Although there is not space enough to traverse all that is involved here, it will be argued in (...) this paper that the secrets of wisdom will never be revealed if its nature is limited to a singular description of just one function of thought. What is needed if the love of wisdom is to be regained is a more dynamic and symmetrical account—one that considers the reconstructive e nature and generative e capabilities of the human mind as well as the flexibility and complexity of thought; one that realizes that the end stages of logos are only the by-product of insight obtained from more personal and emotionally charged meaning; and one that takes seriously the role of mythos in the thinking process. (shrink)

As I put down my copy of The Making of Men and take up Volumes III and IV of Philosophy in Process, the period of the diary when Weiss was writing the book, I wondered whether the longer work showed more awareness of human weakness and disability. The philosophic program calls for the overcoming of bias and achievement of neutrality. Has Weiss ever admitted that men are sometimes born tired, suffer weaknesses, yield to the temptation of aiming low rather than (...) high, fail to put out much effort in capturing "the free energy" that Weiss ascribes to us all? If Weiss doesn't correct his account of human life that is too much based on his own great strengths, then the philosophy must be criticized as one-sided. Even if he has swept aside laziness as subhuman, much as a good teacher encourages students by expecting the superhuman and ignoring the subhuman, this practical encouragement cannot fully excuse theoretical failure in adequacy. For surely we who know Weiss know that he is not merely a performing artist who sometimes takes the classroom as a stage, but rather is a coach who knows how to bring the best performance out of his team of intellectual athletes. Most coaches expect to win every game and have a philosophy that never anticipates or prepares for failure. Is that why Weiss found himself so much at home in the world of Sport? (shrink)

For several terms at Cambridge in 1939, Ludwig Wittgenstein lectured on the philosophical foundations of mathematics. A lecture class taught by Wittgenstein, however, hardly resembled a lecture. He sat on a chair in the middle of the room, with some of the class sitting in chairs, some on the floor. He never used notes. He paused frequently, sometimes for several minutes, while he puzzled out a problem. He often asked his listeners questions and reacted to their replies. Many meetings were (...) largely conversation. These lectures were attended by, among others, D. A. T. Gasking, J. N. Findlay, Stephen Toulmin, Alan Turing, G. H. von Wright, R. G. Bosanquet, Norman Malcolm, Rush Rhees, and Yorick Smythies. Notes taken by these last four are the basis for the thirty-one lectures in this book. The lectures covered such topics as the nature of mathematics, the distinctions between mathematical and everyday languages, the truth of mathematical propositions, consistency and contradiction in formal systems, the logicism of Frege and Russell, Platonism, identity, negation, and necessary truth. The mathematical examples used are nearly always elementary. (shrink)

Among controversies about philosophy that are also philosophical problems the most complex and difficult to solve is that about philosophy and the history of philosophy. On one hand there is Wittgenstein claiming that history is irrelevant to philosophy. On the other hand, there is Gilson claiming that history is not only relevant but necessary to philosophy.

The world is in the early stages of what will be the greatest health crisis since the advent of modern medical technologies. Millions of people—particularly people in many of the world's poor countries—are infected with HIV. The vast majority of these people will go without modern medical intervention or substantial treatment, and will rapidly develop AIDS. The extent of this problem presents profound moral and ethical questions for the world's wealthy people and countries, for it is they who are most (...) able to assist the poor in managing and reversing this human tragedy. (shrink)

Johnson and Stricker published an opinion piece in the Journal of Medical Ethics presenting their perspective on the 2008 agreement between the Infectious Diseases Society of America (IDSA) and the Connecticut Attorney General with regard to the 2006 IDSA treatment guideline for Lyme disease. Their writings indicate that these authors hold unconventional views of a relatively common tick-transmitted bacterial infection caused by the spirochete Borrelia burgdorferi. Therefore, it should come as no surprise that their opinions would clash with the IDSA's (...) evidence-based guidelines for the diagnosis and treatment of Lyme disease. Their allegations of conflict of interest against the IDSA resemble those made against the National Institutes of Health, the Food and Drug Administration and the Centers for Disease Control and Prevention in 2000, which were found to be baseless. It is the responsibility of all physicians and medical scientists to stand up to antiscientific, baseless and unethical attacks on those who support an evidence-based approach to caring for patients. (shrink)

Climate change diplomacy is routinely characterized by preoccupation with narrow and short-term perceived national interests rather than the pressing need to mitigate global warming and respond agg...

Finds solutions to the world's greatest challenge climate change in global ethicsNew for this editionIncludes recent climate diplomacy and international agreementsPresents current data and information on climate scienceUpdated statistics; e.g. in chapters and sections that look at poverty and wealthExpanded learning guide for students and lecturersGlobal Ethics and Climate Change combines the science of climate change with ethical critique to expose its impact, the increasing intensity of dangerous trends particularly growing global affluence, material consumption and pollution and the intensifying moral (...) dimensions of changes to the environment. It shows you that global justice is vital to mitigating climate change. All of the author's royalties are being paid directly to the charity Oxfam. (shrink)

The reputation of Rudolf Hermann Lotze was high in the philosophic world, especially the English-speaking philosophic world, during the period 1880–1920. One encyclopedia of the period says that “in the U. S. his influence is stronger in academic philosophy, perhaps, than that of any other author.” In typical histories of philosophy Lotze is counted among the great successors in the tradition of Kant and Hegel. I have elsewhere sought to explain the reasons for his great influence. Writers contemporary to Lotze (...) wanted first to classify him as an Herbartian, and in spite of his protests, he seemed some sort of Kantian or Hegelian. The character of his philosophy remained enigmatic, and he was sometimes called an “eclectic” since his philosophy contained aspects that reminded readers of some predecessor or other. But clearly he resisted the tendency to make all questions problems of knowledge: “The constant whetting of the knife is tedious, if it is not proposed to cut anything with it.” And clearly he is no Hegelian. He considered the rationalistic search for a single principle and a single method to have failed. German philosophy had failed to respect what is given in experience. Even in aesthetics, where surely one might be expected to attend to what the arts present for sensuous enjoyment, German intellectualism, to Lotze’s disgust, tended to use a deductive method. Santayana accused a priori German philosophers of “egotism”; he might have learned this from Lotze who found this same tradition marked by pretension. Only God could satisfy the program of Fichte. The demand of an all-embracing system is that it “make all particular parts of it pass before [us] in the majestic succession of an unbroken development!” Wrote Lotze, “It seemed to me that only a Spirit who stood in the centre of the universe which he himself had made could, with knowledge of the final aim which he had given his creation…” see the whole. Lotze’s kind of philosophy is professedly modest, nondogmatic, fallibilist. (shrink)

This dual methods study explored one social studies teacher education program as it attempted to incorporate a cycle of practice-based teacher education into a methods course for the purpose of democratizing the teacher education experience. In addition to detailing the pedagogical decisions of the course instructor, researchers followed two social studies teacher candidates into their student teaching experience. Findings suggested that promoting social studies practice through a pedagogy of enactment is not enough. Rather, mentor teachers, course instructors, and teacher candidates (...) need to be aligned pedagogically as to the purposes and practices of social studies education. (shrink)

Hewitt's Conceptual Integrated Science is the most widely used textbook in Integrated Science courses. This course covers chemistry, physics, biology, earth science, and astronomy and is mostly taken by Elementary-Education Majors, i.e. future grade-school teachers who are required to take a survey-of-science course.

Philosophical Investigations, EarlyView.