In _Philosophers as Educators_ Brian Patrick Hendley argues that philosophers of edu­cation should reject their preoccupation with defining terms and analyzing concepts and embrace the philosophical task of con­structing general theories of education. Hendley discusses in detail the educational philosophies of John Dewey, Bertrand Rus­sell, and Alfred North Whitehead. He sees in these men excellent role models that contem­porary philosophers might well follow. Hendley believes that, like these men­tors, philosophers should take a more ac­tive, practical (...) role in education. Dewey and Russell ran their own schools, and Whitehead served as a university admin­istrator and as a member of many com­mittees created to study education. (shrink)

Hendley argues that philosophers of edu­cation should reject their preoccupation of the past 25_ _years with defining terms and analyzing concepts and once again embrace the philosophical task of con­structing general theories of education. Exemplars of that tradition are John Dewey, Bertrand Russell, and Alfred North Whitehead, who formulated theo­ries of education that were tested. Dewey and Russell ran their own schools, and Whitehead served as a university admin­istrator and as a member of many com­mittees created to study education. (...) After providing a general introduction to the present state of educational phi­losophy, Hendley discusses in detail the educational philosophies of Dewey, Rus­sell, and Whitehead. He sees in these men excellent role models that contem­porary philosophers might well follow. Hendley believes that like these men­tors, philosophers should take a more ac­tive, practical role in education. (shrink)

In his "metalogicon" (written in 1159), John of salisbury summarizes nine current views of the problem of universals and then proposes his own solution. His solution is to distinguish between the exact nature of things, Knowledge of which provides scientific certainty, And the nature which men must infer from various sensibly manifested effects. Genera and species represent such inferred natures. They are not mental representations of the substantial likeness of things (aristotle's view), But "useful fictions" devised by man to facilitate (...) his investigation of sensible reality. (shrink)

This collection of original essays pays tribute to the man by exploring topics that have interested him through a long and productive career.

Artificial Intelligence technology presents a multitude of ethical concerns, many of which are being actively considered by organizations ranging from small groups in civil society to large corporations and governments. However, it also presents ethical concerns which are not being actively considered. This paper presents a broad overview of twelve topics in ethics in AI, including function, transparency, evil use, good use, bias, unemployment, socio-economic inequality, moral automation and human de-skilling, robot consciousness and rights, dependency, social-psychological effects, and spiritual effects. (...) Each of these topics will be given a brief discussion, though each deserves much deeper consideration. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:'0". J.~·VleWS GETTING ONE'S HANDS DIRTY; OR, PRACTISING WHAT YOU TEACH DAVID HARLEY Finlayson House, 40 Dumfries Street Paris, Ont., Canada N3L 2c8 Brian Patrick Hendley.. Dewey, Russell, Whitehead: Philosophers as Educators. Carbondale and Edwardsville: Southern Illinois U. P., 1986. Pp. xxi, 177· US$19.95; paper $9·95· B rian Hendley's book is more than a well-written account of three eminent philosophers who wrote about and participated (...) in educational theory and reform. The author has in fact selected Dewey, Russell and Whitehead as three stallions to draw a chariot. The precise nature of this "chariot" is indicated in the chapter entitled "The Philosopher as Educator Today" appearing at the end of the book: My intention throughout has been to suggest a way out of the current impasse in the philosophy ofeducation by reopening a conversation regarding a more productive role for philosophers to play, rather than merely analyzing concepts and policing arguments. My claim has been that philosophers of education can learn from their past, that we can see in Dewey, Russell and Whitehead instances of a productive approach to educational problems through thought and action. (P. 105) Having said this, the structure and contents of Hendley's book fall squarely into place. Chapter One, entitled "The Reconstruction of the Philosophy of Education", argues that there is a crisis in the current state of educational philosophy. The ensuing three chapters are devoted individually to Dewey, Russell and Whitehead. The concluding chapter, resting upon the strength of the examples given of three constructive contributors to the field, suggests new directions for the philosophy of education. It is clear that Hendley's book is more than an interesting account of the practical and theoretical educational activities of three of the most influential philosophers of the twentieth century. Dewey, Russell and Whitehead are not gathered together between the. same covers in order to explore or present a detailed analysis of their theoretical similarities or who may have influenced Reviews 219 whom. Instead, one gathers that the author has selected them on the basis of his own admiration and preference rather than for any shared theories which connect them. The point is made, however, that the strongest common element, and the most significant one, is that each man had ideas about education, each was a philosopher, and each attempted to exert some practical influence upon the educational institutions and practices of the day. In short, Dewey, Russell and Whitehead were theorists who were prepared to get their hands dirty. Hendley argues that after the death of John Dewey in 1952 educational philosophy was neglected and· philosophers tended to pay less attention to education. The author goes on to suggest some renewed interest in the field on the grounds of contributions made to the fifty-fourth Yearbook of the National Society for the Study of Education in 1955 under the theme "Modern Philosophies and Education", a special issue of the Harvard Education Review published in 1956; the publication of Israel Scheffler's edited collection of readings entitled Philosophy and Education in 1958; and R. S. Peters' Inaugural Address given at London in 1963, and his publication of Ethics and Education in 1966. According to this argument, we witness a general lapse after the death of Dewey, a rekindling in the mid-1950S and a broader resurgence in the 1960s. On the basis of the author's own account, I think that it is very difficult to argue that Dewey's death initiated any period of calm or disinterestedness. Furthermore, it is very problematic to point to various yearbooks or publications as indicators. The point is that with the death of Dewey there were numerous contenders to fill his position as the pre-eminent American philosopher of education. The extent to which anyone has been able to do so is a different matter. What I believe Hendley is really trying to say here is implicit in his argument, namely, that after the death of Dewey, no philosopher of equal stature took his place. The reason why no candidate equal to the task emerged is also suggested by the author. Dewey, Russell and Whitehead are to be admired because they had the... (shrink)

An introduction to the basic issues of space ethics: the technology, the impact on society, and the frontiers of thinking about space exploration from theory to practice.

The economics of search is a prominent component of economic theory, and it has a richness and elegance that underpins a host of practical applications. In this book Brian and John McCall present a comprehensive overview of the economic theory of search, from the classical model of job search formulated 40 years ago to the recent developments in equilibrium models of search. The book gives decision-theoretic foundations to seemingly slippery issues in labour market theory, estimation theory and economic dynamics (...) in general, and surveys the entire field of the economics of search, including its history, theory, and econometric applications. Theoretical models of the economics of search are covered as well as estimation methods used in search theory and topics covered include job search, turnover, unemployment, liquidity, house selling, real options and auctions. The mathematical methods used in search theory such as dynamic programming are reviewed as well as structural estimation methods and econometric methods for duration models. The authors also explore the classic sequential search model and its extensions in addition to recent advances in equilibrium search theory. (shrink)

This guide to the life and writings of Jean Gerson provides the reader with a state-of-the-art evaluation of the place of this central theologian and church reformer in the transition from medieval to early modern culture, spirituality and religion.

Bernard of Clairvaux emerges from these studies as a vibrant, challenging and illuminating representative of the monastic culture of the twelfth century. In taking on Peter Abelard and the new scholasticism he helped define the very world he opposed and thus contributed to the renaissance of the twelfth century.

This guide to the life and writings of Jean Gerson provides the reader with a state-of-the-art evaluation of the place of this central theologian and church reformer in the transition from medieval to early modern culture, spirituality and religion.

This is a study of the epistemological theory of Theodor Adorno.

In this book, the contributors examine how various religious traditions engage with transhumanism and its vision for the future.

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At least since Aristotle’s famous 'sea-battle' passages in On Interpretation 9, some substantial minority of philosophers has been attracted to the doctrine of the open future--the doctrine that future contingent statements are not true. But, prima facie, such views seem inconsistent with the following intuition: if something has happened, then (looking back) it was the case that it would happen. How can it be that, looking forwards, it isn’t true that there will be a sea battle, while also being true (...) that, looking backwards, it was the case that there would be a sea battle? This tension forms, in large part, what might be called the problem of future contingents. A dominant trend in temporal logic and semantic theorizing about future contingents seeks to validate both intuitions. Theorists in this tradition--including some interpretations of Aristotle, but paradigmatically, Thomason (1970), as well as more recent developments in Belnap, et. al (2001) and MacFarlane (2003, 2014)--have argued that the apparent tension between the intuitions is in fact merely apparent. In short, such theorists seek to maintain both of the following two theses: (i) the open future: Future contingents are not true, and (ii) retro-closure: From the fact that something is true, it follows that it was the case that it would be true. It is well-known that reflection on the problem of future contingents has in many ways been inspired by importantly parallel issues regarding divine foreknowledge and indeterminism. In this paper, we take up this perspective, and ask what accepting both the open future and retro-closure predicts about omniscience. When we theorize about a perfect knower, we are theorizing about what an ideal agent ought to believe. Our contention is that there isn’t an acceptable view of ideally rational belief given the assumptions of the open future and retro-closure, and thus this casts doubt on the conjunction of those assumptions. (shrink)

It is widely accepted that there is what has been called a non-hypocrisy norm on the appropriateness of moral blame; roughly, one has standing to blame only if one is not guilty of the very offence one seeks to criticize. Our acceptance of this norm is embodied in the common retort to criticism, “Who are you to blame me?”. But there is a paradox lurking behind this commonplace norm. If it is always inappropriate for x to blame y for a (...) wrong that x has committed, then all cases in which x blames x (i.e. cases of self-blame) are rendered inappropriate. But it seems to be ethical common-sense that we are often, sadly, in position (indeed, excellent, privileged position) to blame ourselves for our own moral failings. And thus we have a paradox: a conflict between the inappropriateness of hypocritical blame, and the appropriateness of self-blame. We consider several ways of resolving the paradox, and contend none is as defensible as a position that simply accepts it: we should never blame ourselves. In defending this startling position, we defend a crucial distinction between self-blame and guilt. (shrink)

Deontic necessity modals (e.g. 'have to', 'ought to', 'must', 'need to', 'should', etc.) seem to vary in how they interact with negation. According to some accounts, what forces modals like 'ought' and 'should' to outscope negation is their polarity sensitivity -- modals that scope over negation do so because they are positive polarity items. But there is a conflict between this account and a widely assumed theory of if-clauses, namely the restrictor analysis. In particular, the conflict arises for constructions containing (...) a bound pronoun in the if-clause. This note spells out the core conflict. (shrink)

Kant's lectures on anthropology capture him at the height of his intellectual power. They are immensely important for advancing our understanding of Kant's conception of anthropology, its development, and the notoriously difficult relationship between it and the critical philosophy. This 2003 collection of essays by some of the leading commentators on Kant offers a systematic account of the philosophical importance of this material that should nevertheless prove of interest to historians of ideas and political theorists. There are two broad approaches (...) adopted: a number of the essays consider the systematic relations of the anthropology to critical philosophy, especially speculative knowledge and ethics. Other essays focus on the anthropology as a major source for the clarification of both the content and development of Kant's work. The volume also serves as an interpretative complement to the translation of the lectures in the Cambridge Edition of the Works of Immanuel Kant. (shrink)

Brian Hendley; Martin Buber on the Teacher/Student Relationship: a critical appraisal, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Page.

In this paper, we clarify, unpack, and ultimately resist what is perhaps the most prominent argument for the compatibility of free will and determinism: the epistemic argument for compatibilism. We focus on one such argument as articulated by David Lewis: (i) we know we are free, (ii) for all we know everything is predetermined, (iii) if we know we are free but for all we know everything is predetermined, then for all we know we are free but everything is predetermined, (...) (iv) if for all we know we are free but predetermined, then it is really possible that we are, so (v) compatibilism. We uncover how the crucial epistemic modality underlying (iv) must be understood, and contend that, understood this way, the libertarian can resist (iv). Importantly, however, resisting the argument does commit the libertarian to what has been called “flip-flopping”—but we argue that this is perfectly coherent. We conclude by articulating two crucially ways the libertarian can resist the argument, by saying that we can know that determinism is false "from the armchair". (shrink)

Scheduling surgical procedures among operating rooms is mistakenly regarded as merely a tedious administrative task. However, the growing demand for surgical care and finite hours in a day qualify OR time as a limited resource. Accordingly, the objective of this manuscript is to reframe the process of OR scheduling as an ethical dilemma of allocating scarce medical resources. Recommendations for ethical allocation of OR time—based on both familiar and novel ethical values—are provided for healthcare institutions and individual surgeons.

‘The problem with simulations is that they are doomed to succeed.’ So runs a common criticism of simulations—that they can be used to ‘prove’ anything and are thus of little or no scientific value. While this particular objection represents a minority view, especially among those who work with simulations in a scientific context, it raises a difficult question: what standards should we use to differentiate a simulation that fails from one that succeeds? In this paper we build on a structural (...) analysis of simulation developed in previous work to provide an evaluative account of the variety of ways in which simulations do fail. We expand the structural analysis in terms of the relationship between a simulation and its real-world target emphasizing the important role of aspects intended to correspond and also those specifically intended not to correspond to reality. The result is an outline both of the ways in which simulations can fail and the scientific importance of those various forms of failure. (shrink)

When can macroscopic data about a system be used to set parameters in a microfoundational simulation? We examine the epistemic viability of tweaking parameter values to generate a better fit between the outcome of a simulation and the available observational data. We restrict our focus to microfoundational simulations—those simulations that attempt to replicate the macrobehavior of a target system by modeling interactions between microentities. We argue that tweaking can be effective but that there are two central risks. First, tweaking risks (...) overfitting the simulation to the data and thus compromising predictive accuracy; and second, it risks compromising the microfoundationality of the simulation. We evaluate standard responses to tweaking and propose strategies to guard against these risks. (shrink)

Brian Hendley; Martin Buber on the Teacher/Student Relationship: a critical appraisal, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Page.