What distinguishes academic administration from administration or managing in business? Rudolph Weingartner, arugues that colleges and universities are founded to serve certain purposes; they are supported by governments and private individuals; and, as professional institutions, they have students, among others, as clients to whom they owe education services in ways analogous to the obligations hospitals have via-à-vis their patients. Academic administration is not just another job of managing, but a calling that importantly assists institutions to carry out their (...) missions. (shrink)

The author assesses the complicated issues surrounding the value of Plato's dialogues in college education, offering an historical and textual account of why Plato is readily adopted into the American undergraduate curriculum. Despite this acceptance, students in the classroom often read Platonic dialogues as a body of metaphors instead of a site of significant and practical knowledge. Instructors also frequently emphasize the life of Plato over the philosophical and educational dimensions of the dialogues. The author addresses the educational benefits of (...) reading Plato specifically in terms of how Plato is read in class and the effects of this reading on students’ learning processes. The author offers the example of the Meno, which can instill in students an understanding of education based on knowledge of habit, of the acquisition of skills, and of the process of overcoming intellectual blindness. However, these important pedagogical benefits can be lost if the dialogue is read as a piece of literature or as merely offering insightful metaphors. Thus, the educational value of Plato depends entirely on how Plato is taught, the pedagogical goals of an instructor, and the engagement of students with the material. (shrink)

Criticism of the deductive model of explanation continues. In a recent article, “Truisms as the Grounds for Historical Explanations,” Professor Michael Scriven hangs a great many critical points from the distinction between explanations and their justifications. I should like to examine his proposal with a view to showing that in so far as this distinction can be made, it cannot be used as a basis of criticisms of the deductive or covering law model, as it was originally outlined by Professor (...) Carl G. Hempel. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and (...) made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Philosophic reflection should consider more and different kinds of historical writing than it generally has; the logical features of cultural and intellectual history are important. Certain highly selected features of products of human activities-not individuals or actions-are the subject matter of typical instances of intellectual history; and these features are singled out by the historian's abstracting imagination. In the "stories" which such historians tell, not only are events placed in sequential order, but the relation of reasons to products are traced (...) above all in such a way as to show how some later result is composed of various earlier components. Causality is not the central unifying theme; tracing the relations that hold among the features of various human products is worthwhile even where knowledge of causes remains obscure. (shrink)

The struggle against liberalism in the totalitarian view of the state.--The concept of essence.--The affirmative character of culture.--Philosophy and critical theory.--On hedonism.--Industrialization and capitalism in the work of Max Weber.--Love mystified; a critique of Norman O. Brown and a reply to Herbert Marcuse by Norman O. Brown.--Aggressiveness in advanced industrial society.

What is ethics all about? In this book Herbert McCabe suggests that it is about loving, obeying laws, and talking to people.

The original publication of this volume drew Herbert into the epistemological debate with John Stuart Mill. It was to be of relevance to future psychologists, including William James, a pioneer of experimental psychology.

Bourne, H. R. F. A sketch of his life--Thornton, W. T. His career in the India House.--Spencer, H. His moral character.--Trimen, H. His botanical studies.--Minto, W. His place as a critic.--Levy, J. H. His work in philosophy.--Hunter, W. A. His studies in morals and jurisprudence.--Cairnes, J. E. His work in political economy.--Fawcett, H. His influence at the universities.--Fawcett, M. G. His influence as a practical politician.--Harrison, F. His relation to positivism.--Hunter, W. A. His position as a philosopher.

Zwart and Franssen’s impossibility theorem reveals a conflict between the possible-world-based content-definition and the possible-world-based likeness-definition of verisimilitude. In Sect. 2 we show that the possible-world-based content-definition violates four basic intuitions of Popper’s consequence-based content-account to verisimilitude, and therefore cannot be said to be in the spirit of Popper’s account, although this is the opinion of some prominent authors. In Sect. 3 we argue that in consequence-accounts , content-aspects and likeness-aspects of verisimilitude are not in conflict with each other, but (...) in agreement . We explain this fact by pointing towards the deep difference between possible-world- and the consequence-accounts, which does not lie in the difference between syntactic (object-language) versus semantic (meta-language) formulations, but in the difference between ‘disjunction-of-possible-worlds’ versus ‘conjunction-of-parts’ representations of theories. Drawing on earlier work, we explain in Sect. 4 how the shortcomings of Popper’s original definition can be repaired by what we call the relevant element approach. We propose a quantitative likeness-definition of verisimilitude based on relevant elements which provably agrees with the qualitative relevant content-definition of verisimilitude on all pairs of comparable theories. We conclude the paper with a plea for consequence-accounts and a brief analysis of the problem of language-dependence (Sect. 6). (shrink)