A classic work of Jewish philosophy and Mussar by the famed Safed Kabbalist. Hebrew text with facing, new, annotated translation.

1. Sefer Anshe ḳodesh -- 2. Sefer Zeraʻ ḳodesh.

La vida y la obra de Maimónides; introducción por León Dujovne. -- El imperio de la razón, por Ajad Haam (Ascher Guinzberg) -- Maimon y Maimónides; influjo de Maimónides en la filosofia alemana post-kantiana, por Hugo Bergmann. -- Caracteres de la ética de Maimónides, por Hermann Cohen. -- Doctrina de Maimónides sobre la profecía, por Z. Diesendruck. -- La revelación y la razón en la obra de Maimónides; su crítica de los Molecallemín, por Alfredo Franceschi. -- Maimónides y el espíritu (...) judío, por Alberto Gerchunoff. -- Actualidad de Maimónides, por Jacob Gordin. -- La obra fundamental de Maimónides, por Joseph Klausner. -- Maimónides, médico, por Elías Singer. -- Homenaje a Rambam, por Julien Weill. -- Maimónides en el pueblo, por Hilel Zeitlin. -- Selección de la obra de Maimónides (p. [311]-431). (shrink)

Shaʻar ha-tefilah -- Shaʻar ha-teshuvah.

Scientific endeavor is the pursuit of knowledge with the aim of advancing the welfare of all human beings. This endeavor is built on the ideology of science; thus, society relies on the integrity of the practice of science and of scientists themselves. The responsible conduct of research is the essence of good science; however, many of the pedagogical approaches used to instill integrity in science accentuate the negative rather than exemplify ideal professionalism. This paper makes an argument for the inculcation (...) of the appropriate conduct of research via a positive approach. We address the acclimation to the culture of science that supersedes diverse cultural backgrounds of students. We suggest techniques for the implementation of positive strategies and reinforce the benefit of approaching the teaching of ethical behavior as a competitive advantage. We highlight ways in which this approach can empower the individual scientist and the scientific community as a whole. Transmission of the culture of scientific professionalism formalizes the aims of an ideal scientific professional and encourages assimilation and identification as a member of the scientific profession. We purport that instilling scientific professionalism will spur responsible conduct of research. (shrink)

We investigate the relationship between three-valued Kripke/Kleene semantics and stratified semantics for stratifiable logic programs. We first show these are compatible, in the sense that if the three-valued semantics assigns a classical truth value, the stratified approach will assign the same value. Next, the familiar fixed point semantics for pure Horn clause programs gives both smallest and biggest fixed points fundamental roles. We show how to extend this idea to the family of stratifiable logic programs, producing a semantics we call (...) weak stratified. Finally, we show weak stratified semantics coincides exactly with the three-valued approach on stratifiable programs, though the three-valued version is generally applicable, and does not require stratification assumptions. (shrink)

Ḥeleḳ Rishon, kerekh 1. Teshuvot ha-shayakhot le-Miḳra Midrash ṿe-deʻot ṿe-tsoraf la-hen Sefer Minḥat ḳenaʼot le-R. Aba Mari de-Lunil [Haḳdamah-pereḳ 37] -- Ḥeleḳ Rishon, kerekh 2. Miḳra Midrash ṿe-deʻot Teshuvot ha-shayakhot le-Miḳra Midrash ṿe-deʻot ṿe-tsoraf la-hen Sefer Minḥat ḳenaʼot le-R. Aba Mari de-Lunil [pereḳ 38-pereḳ 127] -- Ḥeleḳ sheni. Teshuvot ha-shayakhot le-Masekhet Berakhot ṿe-Seder Zeraʻim -- Ḥeleḳ shelishi. Teshuvot ha-shayakhot le-Masekhet Shabat ṿe-ʻEruvin.

Maimonides’ Latin translation of Moreh Nevukhim | Guide for the Perplexed, was the most influential Jewish work in the last millennia (Di Segni, 2019; Rubio, 2006; Wohlman, 1988, 1995; Kohler, 2017). It marked the beginning of scholasticism, a daughter of Judaism raised by Jewish thinkers, according to historian Heinrich Graetz (Geschichte der Juden, L. 6, Leipzig 1861, p. xii). Printed by Gutenberg's first mechanical press, its influence in the West went as far as the Fifth Lateran Council (1512 — 1517) (...) "where scholars were encouraged to remove the difficulties which seemed to divide the whole of theology and philosophy (Leibniz, Théodicée, 11)." For centuries, the Guide revolutionized the curriculum of school instruction by reintegrating the natural laws of thought in the sphere of faith (the fourth of which became Leibniz’ Principle of sufficient reason). This complete collection of notes expounds the ideas of the Guide and features all the passages selected and rewritten by Leibniz. This first complete annotated bilingual translation of the original manuscripts in Latin serves as an entry point to the faith in conformity with Reason. This complete collection of notes expounds the ideas of the Guide as selected and rewritten by Leibniz, the famous mathematician inventor of computer arithmetic, considered the last universal genius. The first complete bilingual translation in three centuries features on the front cover Rembrandt's Philosopher in meditation, and a recommendation from Leibniz's himself on the back: "Rabbi Maimonides' excellent book, A Guide for the Perplexed, is more philosophical than I imagined and worthy of careful reading." According to Malbim’s translator, Noah Rosenbloom, the book’s epigraph indicates that nineteenth-century Rabbi Leibush ben Yehiel Michel Wisser, also known as Malbim, was familiar with Leibniz’ Theodicy. In Leibniz’ anthology of the Guide, the reader can get a detailed glimpse of Leibniz' impressions of Maimonides. The Foreword by Leibniz' translator Lloyd Strickland suggests that there were sympathies and perhaps even overlaps between the thoughts of both universal luminaries. -/- . (shrink)

This paper is about teaching philosophy to high school students through Lincoln-Douglas (LD) debate. LD, also known as “values debate,” includes topics from ethics and political philosophy. Thousands of high school students across the U.S. debate these topics in class, after school, and at weekend tournaments. We argue that LD is a particularly effective tool for teaching philosophy, but also that LD today falls short of its potential. We argue that the problems with LD are not inevitable, and we offer (...) strategic recommendations for improving LD as a tool for teaching philosophy. Ultimately, our aim is to create a dialogue between LD and academic philosophy, with the hope that such dialogue will improve LD’s capacity to teach students how to do philosophy. (shrink)

This paper studies the role that known bounds on message transmission times in a computer network play on the evolution of the epistemic state over time. A connection to cones of causal influence analogous to, and more general than, light cones is presented. Focusing on lower bounds on message transmission times, an analysis is presented of how knowledge about when others are guaranteed to be ignorant about an event of interest can arise. This has implications in competitive settings, in which (...) knowing about another’s ignorance can provide an advantage. (shrink)