Gender and Sexuality in Critical Animal Studies explores nonhuman animals' experiences of gender, physiological sex, and sexuality while in nature and captivity. Each chapter applies disciplines like literary theory, disability studies, queer studies, ecocriticism, and more to investigate media that shape perceptions and treatment of nonhumans.

By promoting total liberation, this volume challenges the reader to think about new approaches to justice, equity, diversity, and inclusion. The contributors examine and disrupt many of the exclusionary assumptions and behaviors by those working toward justice and liberation, encouraging the reader to reflect on their own thoughts and actions.

Intersectionality of Critical Animal Studies: A Historical Collection represents the very best that the Journal for Critical Animal Studies (JCAS) has published in terms of articles that are written by activists and for activists.

Expanding the Critical Animal Studies Imagination: Essays in Solidarity and Total Liberation pushes critical animal studies forward and outward by making new connections to movements and ideas that have been little engaged with in publication to the present. This book challenges critical animal studies adherents to expand their efforts of solidarity, mutual aid, and activism. Contributors to this volume extend invitations to those not familiar with critical animal studies to welcome them in with gestures of solidarity towards total liberation. Expanding (...) the Critical Animal Studies Imagination does not shy away from controversial topics but critically engages with them using care and tact. This is not controversy for the sake of being provocative, but not being afraid to target root causes of oppression. This book works toward coalition building to resist the current violence and build peaceful communities. (shrink)

This book is designed to make the various hardships encountered by many students more personal in order to give teachers insight into the very real needs of today’s students.

In this essay I ask the reader to consider the “end of life” as a life stage, rather than as a health state. At one end of the life course is childhood and at the other end is elderhood. The basic inter-generational social compact in most societies is that working adults take care of their children and their parents, and count on their children to do the same for them. In developed countries, these obligations are met in part through government (...) programs, with taxpayers funding significant portions of education, health care, and income support. (shrink)

Abstract. We argue that all human beings have a special type of dignity which is the basis for (1) the obligation all of us have not to kill them, (2) the obligation to take their well-being into account when we act, and (3) even the obligation to treat them as we would have them treat us, and indeed, that all human beings are equal in fundamental dignity. We give reasons to oppose the position that only some human beings, because of (...) their possession of certain characteristics in addition to their humanity (for example, an immediately exercisable capacity for self-consciousness, or for rational deliberation), have full moral worth. What distinguishes human beings from other animals, what makes human beings persons rather than things, is their rational nature, and human beings are rational creatures by virtue of possessing natural capacities for conceptual thought, deliberation, and free choice, that is, the natural capacity to shape their own lives. (shrink)

Background: Relatively little is known about neonatologists' roles in helping families navigate the difficult decision to attempt or withhold resuscitation for a neonate delivering at the threshold...

Education for Total Liberation is a collection of essays from leaders in the field of critical animal pedagogy (CAP). CAP emerges from activist educators teaching critical animal studies and is rooted in critical theory as well as the animal advocacy movement. Critical animal studies (CAS) argues for an interdisciplinary approach to understanding our relationships with nonhuman animals. CAS challenges two specific fields of theory: (1) animal studies, rooted in vivisection and testing on animals in the hard sciences and (2) human-animal (...) studies, which reinforces a socially constructed binary between humans and animals and adopts abstract theoretical approaches. In contrast, CAS takes a progressive and committed approach to scholarship and sees the exploitation of nonhuman animals as interrelated with oppression of humans based on class, gender, race, ability, sexuality, age, and citizenship. CAS promotes the liberation of all animals and challenges all systems of domination. Education for Total Liberation is appropriate for undergraduate and graduate level readers (and beyond) who wish to learn from examples of radical pedagogical projects shaped by CAS and critical pedagogy. Contributing to this collection are Anne C. Bell, Anita de Melo, Carolyn Drew, Amber E. George, Karin Gunnarsson Dinker, Sinem Ketenci, John Lupinacci, Anthony J. Nocella II, Sean Parson, Helena Pedersen, Ian Purdy, Constance L. Russell, J.L. Schatz, Meneka Repka, William E. Shanahan III, and Richard J, White. (shrink)

Volume 20, Issue 4, May 2020, Page 51-53.

"Its publication should be a major event for cognitive linguistics and should pose a major challenge for cognitive science. In addition, it should have repercussions in a variety of disciplines, ranging from anthropology and psychology to epistemology and the philosophy of science.... Lakoff asks: What do categories of language and thought reveal about the human mind? Offering both general theory and minute details, Lakoff shows that categories reveal a great deal."—David E. Leary, American Scientist.

The following abbreviations are used to reference Berkeley’s works: PC “Philosophical Commentaries‘ Works 1:9--104 NTV An Essay Towards a New Theory of Vision Works 1:171--239 PHK Of the Principles of Human Knowledge: Part 1 Works 2:41--113 3D Three Dialogues between Hylas and Philonous Works 2:163--263 DM De Motu, or The Principle and Nature of Motion and the Cause of the Communication of Motions, trans. A.A. Luce Works 4:31--52.

First published in 1903, this volume revolutionized philosophy and forever altered the direction of ethical studies. A philosopher’s philosopher, G. E. Moore was the idol of the Bloomsbury group, and Lytton Strachey declared that Principia Ethica marked the rebirth of the Age of Reason. This work clarifies some of moral philosophy’s most common confusions and redefines the science’s terminology. Six chapters explore: the subject matter of ethics, naturalistic ethics, hedonism, metaphysical ethics, ethics in relation to conduct, and the ideal. Moore's (...) simplicity of style and precise use of everyday language exercised an enormous influence on the development of analytic philosophy, and they contribute to the continuing resonance of his compelling arguments. (shrink)

Academic dishonesty, including cheating and plagiarism, is on the rise in colleges, particularly among engineering students. While students decide to engage in these behaviors for many different reasons, academic integrity training can help improve their understanding of ethical decision making. The two studies outlined in this paper assess the effectiveness of an online module in increasing academic integrity among first semester engineering students. Study 1 tested the effectiveness of an academic honesty tutorial by using a between groups design with a (...) Time 1- and Time 2-test. An academic honesty quiz assessed participants’ knowledge at both time points. Study 2, which incorporated an improved version of the module and quiz, utilized a between groups design with three assessment time points. The additional Time 3-test allowed researchers to test for retention of information. Results were analyzed using ANCOVA and t tests. In Study 1, the experimental group exhibited significant improvement on the plagiarism items, but not the total score. However, at Time 2 there was no significant difference between groups after controlling for Time 1 scores. In Study 2, between- and within-group analyses suggest there was a significant improvement in total scores, but not plagiarism scores, after exposure to the tutorial. Overall, the academic integrity module impacted participants as evidenced by changes in total score and on specific plagiarism items. Although future implementation of the tutorial and quiz would benefit from modifications to reduce ceiling effects and improve assessment of knowledge, the results suggest such tutorial may be one valuable element in a systems approach to improving the academic integrity of engineering students. (shrink)

König, D. [1926. ‘Sur les correspondances multivoques des ensembles’, Fundamenta Mathematica, 8, 114–34] includes a result subsequently called König's Infinity Lemma. Konig, D. [1927. ‘Über eine Schlussweise aus dem Endlichen ins Unendliche’, Acta Litterarum ac Scientiarum, Szeged, 3, 121–30] includes a graph theoretic formulation: an infinite, locally finite and connected graph includes an infinite path. Contemporary applications of the infinity lemma in logic frequently refer to a consequence of the infinity lemma: an infinite, locally finite tree with a root has (...) a infinite branch. This tree lemma can be traced to [Beth, E. W. 1955. ‘Semantic entailment and formal derivability’, Mededelingen der Kon. Ned. Akad. v. Wet., new series 18, 13, 309–42]. It is argued that Beth independently discovered the tree lemma in the early 1950s and that it was later recognized among logicians that Beth's result was a consequence of the infinity lemma. The equivalence of these lemmas is an easy consequence of a well known result in graph theory: every connected, locally finite graph has among its partial subgraphs a spanning tree. (shrink)

People sometimes explain behavior by appealing to an essentialist concept of the self, often referred to as the true self. Existing studies suggest that people tend to believe that the true self is morally virtuous; that is deep inside, every person is motivated to behave in morally good ways. Is this belief particular to individuals with optimistic beliefs or people from Western cultures, or does it reflect a widely held cognitive bias in how people understand the self? To address this (...) question, we tested the good true self theory against two potential boundary conditions that are known to elicit different beliefs about the self as a whole. Study 1 tested whether individual differences in misanthropy—the tendency to view humans negatively—predict beliefs about the good true self in an American sample. The results indicate a consistent belief in a good true self, even among individuals who have an explicitly pessimistic view of others. Study 2 compared true self-attributions across cultural groups, by comparing samples from an independent country and a diverse set of interdependent countries. Results indicated that the direction and magnitude of the effect are comparable across all groups we tested. The belief in a good true self appears robust across groups varying in cultural orientation or misanthropy, suggesting a consistent psychological tendency to view the true self as morally good. (shrink)

A growing body of research has examined how people judge the persistence of identity over time—that is, how they decide that a particular individual is the same entity from one time to the next. While a great deal of progress has been made in understanding the types of features that people typically consider when making such judgments, to date, existing work has not explored how these judgments may be shaped by normative considerations. The present studies demonstrate that normative beliefs do (...) appear to play an important role in people's beliefs about persistence. Specifically, people are more likely to judge that the identity of a given entity remains the same when its features improve than when its features deteriorate. Study 1 provides a basic demonstration of this effect. Study 2 shows that this effect is moderated by individual differences in normative beliefs. Study 3 examines the underlying mechanism, which is the belief that, in general, various entities are essentially good. Study 4 directly manipulates beliefs about essence to show that the positivity bias regarding essences is causally responsible for the effect. (shrink)

Despite regulatory reforms aimed at inhibiting aggressive financial reporting, earnings management persists and continues to concern practitioners, regulators, and standard setters. To provide insight into this practice and how to mitigate it, we conduct an experiment to examine the impact of two independent variables on CFOs’ discretionary expense accruals. One independent variable, incentive conflict, is manipulated at two levels —i.e., the presence or absence of a personal financial incentive that conflicts with a corporate financial incentive. The other independent variable is (...) CFOs’ earnings management ethics, measured as their assessment of the ethicalness of key earnings management motivations. We find that incentive conflict and EM-Ethics interact to determine CFOs’ discretionary accruals such that in the presence of incentive conflict, CFOs with low EM-Ethics tend to give into the personal incentive by booking higher expense accruals; and in the absence of an incentive conflict, CFOs with low EM-Ethics tend to give into the corporate incentive by booking lower expense accruals. We also find support for a mediated-moderation model in which CFOs’ level of EM-Ethics influences their moral disengagement tendencies which, in turn, differentially affect their discretionary accruals, depending on the presence or absence of incentive conflict. Theoretical and practical implications of these findings are discussed. (shrink)

By demonstrating the uniformity and universality of the principles of valid interpretation of verbal texts of any sort, this closely reasoned examination provides a theoretical foundation for a discipline that is fundamental to virtually all humanistic studies. It defines the grounds on which textual interpretation can claim to establish objective knowledge, defends that claim against such skeptical attitudes as historicism and psychologism, and shows that many confusions can be avoided if the distinctions between meaning and significance, interpretation and criticism are (...) correctly understood. It provides perhaps the first genuinely comprehensive account of hermeneutic theory to appear in English and the first systematic presentation of the principles of valid interpretation in any language. Mr. Hirsch, associate professor of English at the University of Virginia, is the author of _Wordsworth and Schelling _and _Innocence and Experience: An Introduction to Blake._ “Here is a book that brings logic to the most unruly of disciplines, literary interpretation. Viewing this subject within the tradition of hermeneutics, Mr. Hirsch is able to trace its origins and development with brilliant insight. The result is a lucidly systemic and authoritative account of the premises and procedures applicable to the interpretation of a literary text. Mr. Hirsch has performed a monumental service thereby that of reinstating the credentials of objectivism and defining the limits of the aesthetics of truth. This study is a necessary took for anyone who wants to talk sense about literature.”—_Virginia Quarterly Review_ “Professor Hirsch demonstrates convincingly that objectivity is attainable in humane studies, and that it is not identified with the subject but with the evidence. A valid interpretation is not necessarily a correct one, but one which is more probably than any other on the basis of existing evidence. He makes a subtle and important distinction between a text’s ‘meaning’ and its ‘significance’, and brilliantly relates meaning to understanding and interpretation to explanation…” In short, this is a work which future students of literary theory cannot afford to neglect.”—_Notes and Queries_ E.D. Hirsch, Jr., is professor of English at the University of Virginia. (shrink)

The topic of a priori knowledge is approached through the theory of evidence. A shortcoming in traditional formulations of moderate rationalism and moderate empiricism is that they fail to explain why rational intuition and phenomenal experience count as basic sources of evidence. This explanatory gap is filled by modal reliabilism -- the theory that there is a qualified modal tie between basic sources of evidence and the truth. This tie to the truth is then explained by the theory of concept (...) possession: this tie is a consequence of what, by definition, it is to possess (i.e., to understand) one’s concepts. A corollary of the overall account is that the a priori disciplines (logic, mathematics, philosophy) can be largely autonomous from the empirical sciences. (shrink)

This paper examines the role of respect (specifically, the interest in having the respect of other people) in enabling blame to be effective: i.e., to achieve the desired effect of changing the blamed’s attitude and behavior. It develops an account of blame’s operations in three different cases: standard, intermediate, and proleptic. It ends by raising the worry that effective blame toward the morally distant approximates manipulation and coercion, leaving a moral residue.

Researchers have evaluated how broad categories of emotion influence judgments of learning relative to neutral items. Specifically, JOLs are typically higher for emotional relative to neutral items. The novel goal of the present research was to evaluate JOLs for fine-grained categories of emotion. Participants studied faces with afraid, angry, sad, or neutral expressions and with afraid, angry, or sad expressions. Participants identified the expressed emotion, made a JOL for each, and completed a recognition test. JOLs were higher for the emotional (...) relative to neutral expressions. However, JOLs were insensitive to the categories of negative emotion. Using a survey design in Experiment 3, participants demonstrated idiosyncratic beliefs about emotion. Some people believed the fine-grained emotions were equally memorable, whereas others believed a specific emotion was most memorable. Thus, beliefs about emotion are nuanced, which has important implications for JOL theory. (shrink)

Part I: The Life of Cognitive Science:. William Bechtel, Adele Abrahamsen, and George Graham. Part II: Areas of Study in Cognitive Science:. 1. Analogy: Dedre Gentner. 2. Animal Cognition: Herbert L. Roitblat. 3. Attention: A.H.C. Van Der Heijden. 4. Brain Mapping: Jennifer Mundale. 5. Cognitive Anthropology: Charles W. Nuckolls. 6. Cognitive and Linguistic Development: Adele Abrahamsen. 7. Conceptual Change: Nancy J. Nersessian. 8. Conceptual Organization: Douglas Medin and Sandra R. Waxman. 9. Consciousness: Owen Flanagan. 10. Decision Making: J. Frank (...) Yates and Paul A. Estin. 11. Emotions: Paul E. Griffiths. 12. Imagery and Spatial Representation: Rita E. Anderson. 13. Language Evolution and Neuromechanisms: Terrence W. Deacon. 14. Language Processing: Kathryn Bock and Susan M. Garnsey. 15. Linguistics Theory: D. Terence Langendoen. 16. Machine Learning: Paul Thagard. 17. Memory: Henry L. Roediger III and Lyn M. Goff. 18. Perception: Cees Van Leeuwen. 19. Perception: Color: Austen Clark. 20. Problem Solving: Kevin Dunbar. 21. Reasoning: Lance J. Rips. 22. Social Cognition: Alan J. Lambert and Alison L. Chasteen. 23. Unconscious Intelligence: Rhianon Allen and Arthur S. Reber. 24. Understanding Texts: Art Graesser and Pam Tipping. 25. Word Meaning: Barbara C. Malt. Part III: Methodologies of Cognitive Science:. 26. Artificial Intelligence: Ron Sun. 27. Behavioral Experimentation: Alexander Pollatsek and Keith Rayner. 28. Cognitive Ethology: Marc Bekoff. 29. Deficits and Pathologies: Christopher D. Frith. 30. Ethnomethodology: Barry Saferstein. 31. Functional Analysis: Brian Macwhinney. 32. Neuroimaging: Randy L. Buckner and Steven E. Petersen. 33. Protocal Analysis: K. Anders Ericsson. 34. Single Neuron Electrophysiology: B. E. Stein, M.T. Wallace, and T.R. Stanford. 35. Structural Analysis: Robert Frank. Part IV: Stances in Cognitive Science:. 36. Case-based Reasoning: David B. Leake. 37. Cognitive Linguistics: Michael Tomasello. 38. Connectionism, Artificial Life, and Dynamical Systems: Jeffrey L. Elman. 39. Embodied, Situated, and Distributed Cognition: Andy Clark. 40. Mediated Action: James V. Wertsch. 41. Neurobiological Modeling: P. Read Montague and Peter Dayan. 42. Production Systems: Christian D. Schunn and David Klahr. Part V: Controversies in Cognitive Science:. 43. The Binding Problem: Valerie Gray Hardcastle. 44. Heuristics and Satisficing: Robert C. Richardson. 45. Innate Knowledge: Barbara Landau. 46. Innateness and Emergentism: Elizabeth Bates, Jeffrey L. Elman, Mark H. Johnson, Annette Karmiloff-Smith, Domenico Parisi, and Kim Plunkett. 47. Intentionality: Gilbert Harman. 48. Levels of Explanation and Cognition Architectures: Robert N. McCauley. 49. Modularity: Irene Appelbaum. 50. Representation and Computation: Robert S. Stufflebeam. 51. Representations: Dorrit Billman. 52. Rules: Terence Horgan and John Tienson. 53. Stage Theories Refuted: Donald G. Mackay. Part VI: Cognitive Science in the Real World:. 54. Education: John T. Bruer. 55. Ethics: Mark L. Johnson. 56. Everyday Life Environments: Alex Kirlik. 57. Institutions and Economics: Douglass C. North. 58. Legal Reasoning: Edwina L. Rissland. 59. Mental Retardation: Norman W. Bray, Kevin D. Reilly, Lisa F. Huffman, Lisa A. Grupe, Mark F. Villa, Kathryn L. Fletcher, and Vivek Anumolu. 60. Science: William F. Brewer and Punyashloke Mishra. Selective Biographies of Major Contributors to Cognitive Science: William Bechtel and Tadeusz Zawidzki. (shrink)

This article, published originally in French just after the 1989 release of Jean-Luc Marion’s book Reduction and Givenness, consists of a sustained critical study of the manner in which Marion advances from the basic principles of phenomenology. Henry outlines briefly three principles, “so much appearance, so much being,” “the principle of principles” of Ideas I, “to the things themselves!” before entering into a lengthy dialogue with Marion’s proposal of a fourth principle: “so much reduction, so much givenness.” Henry submits each (...) principle to critique, highlighting that they contain confusing premises. Henry is appreciative of Marion’s capacity to root the appearing of phenomena in givenness, but he ultimately finds problematic the gap between the call and response that is a fundamental structure of Marion’s fourth principle. Henry, in contrast, develops his own theme of pure givenness, expressed in the form of subjectivity he calls auto-affection, in the final pages of the article. (shrink)

We believe that physics education has to meet today’s requirement for a qualitative approach to Quantum Mechanics (QM) worldview. An effective answer to the corresponding instructional problem might allow the basic ideas of QM to be accessed atan early stage of physics education. This paper presents part of a project that aims at introducing a sufficient, simple, and relevant teaching approach towards QM into in-/preservice teacher education, i.e., at providing teachers with the indispensable scientific knowledge and epistemological base needed for (...) a reform of science education along the aforementioned line. The investigation of teacher–learners’ (t-ls’) initial knowledge indicated that their main misconceptions appear to be the result of their pre-/in university traditional instruction, which causes the overlapping/mix-up of the conceptual frameworks of Classical Physics (CP) and QM. Assuming that these misconceptions form by nature epistemological obstacles to the acquisition of QM knowledge, the educational strategy proposed here aims at leading t-ls to form a conceptual structure that includes CP and QM as two totally independent conceptual systems. Accepting, furthermore, that the complete distinction of these systems demands a radical reconstruction of t-ls’ initial knowledge, we present here an instructional model that bases the required reconstruction on the juxtaposition of two models that constitute the signal point of twentieth century’s “paradigm shift”: (a) Bohr’s semiclassical atom model, and (b) the model of the atom accepted by modern physics theory. (shrink)

Functionalism would be mistaken if there existed a system of deviant relations (an “anti-mind”) that had the same functional roles as the standard mental relations. In this paper such a system is constructed, using “Quinean transformations” of the sort associated with Quine’s thesis of the indeterminacy of translation. For example, a mapping m from particularistic propositions (e.g., that there exists a rabbit) to universalistic propositions (that rabbithood is manifested). Using m, a deviant relation thinking* is defined: x thinks* p iff (...) x thinks m(p). Such deviant relations satisfy the commonly discussed functionalist psychological principles. Finally, a more complicated system of deviant relations is constructed, one satisfying sophisticated principles dealing with the self-conscious rational mind. (shrink)

The paper argues that the question of Kierkegaard’s pseudonyms has been largely misconceived. Referencing comparable devices such as anonymity, noms de plume, and heteronyms, and drawing on Heidegger’s discussion of Kierkegaardian pseudonymity in the lectures on Parmenides, the paper further distinguishes between fictional characters (e. g. the Seducer and Assessor Vilhelm), noms de plume (H.H.), fictional editors, and pseudonyms proper. It is argued that in the first authorship only Constantin Constantius and Johannes Climacus approximate to the criteria Kierkegaard himself lays (...) down for pseudonymity. Furthermore, Kierkegaard’s anxieties regarding the form of publication of his works in the late 1840s reveals the whole project of pseudonymity collapsing into incoherence. By means of a comparison with Nietzsche, it is argued that Kierkegaard’s work is less a manifold of different literary personalities and more a play of revealing/concealing voices. In these voices there is nevertheless a literary watermark that makes Kierkegaard’s work as a whole distinctively Kierkegaardian. (shrink)

The identity of the self is a theme recurringly investigated in the theoretical, moral and religious writings of Kant. It shows that personal identity has logical, moral and even religious bearings. At the speculative level, the transcendental principle of apperception becomes the hinge of identity for the self which is otherwise scattered among the disparate and multicoloured representations. At the practical level, the transcendental principle of unity in the use of freedom, namely, the moral law, takes over the unifying function. (...) Even here, the unity of a singular substance eludes the individual because the moral apperception, i.e., the ‘I will the moral law’ that should accompany all one’s willing is not a constant experience. This problem is expounded by the notion of evil which brings in the unbridgeable gap between the ‘ought’ and ‘can’ as well as between a person’s intelligible maxim and sensible deeds. The fragmentariness of one’s moral nature is sought to be resolved in the religious realm. We have ample substantiating evidences to show that it is by envisaging a theological mode of apperception according to which God transcendentally accompanies all instances of a person’s willing, that Kant finally shows that a person can be one integral being. (shrink)

The question 'Why should I obey the law?' introduces a contemporary puzzle that is as old as philosophy itself. The puzzle is especially troublesome if we think of cases in which breaking the law is not otherwise wrongful, and in which the chances of getting caught are negligible. Philosophers from Socrates to H.L.A. Hart have struggled to give reasoned support to the idea that we do have a general moral duty to obey the law but, more recently, the greater number (...) of learned voices has expressed doubt that there is any such duty, at least as traditionally conceived. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:17. HUME AND ABSTRACT GENERAL IDEAS In his discussion of abstract ideas in the Treatise, Hume offers what "...may... be thought... a plain dilemma, that decides concerning the nature of those abstract ideas..." He states the dilemma in these words: The abstract idea of a man represents men of all sizes and all qualities; which 'tis concluded it cannot do, but either by representing at once all possible sizes (...) and all possible qualities, or by representing no particular one at all. Now it having been esteemed absurd to defend the former proposition, as implying an infinite capacity in the mind, it has been commonly infer'd in favour of the latter; and our abstract ideas have been suppos'd to represent no particular degree either of quality or quantity. (T, 1,1,7,?.18) However, with respect to this dilemma, Hume says: But that this inference is erroneous, I shall endeavor to make appear, first, by proving, that 'tis utterly impossible to conceive any quantity or quality, without forming a precise notion of its degrees: And secondly by showing, that tho' the capacity of the mind be not infinite, yet we can at once form a notion of all possible degrees of quantity and quality, in such a manner at least, as, however imperfect, may serve all the purposes of reflexion and conversation. (T, 1,1,7, p. 18) The second item Hume claims he is about to prove is aimed at the first disjunct of the above-stated dilemma; more specifically, it is aimed at the claim that (1) An abstract idea (e.g., of a man) represents all possible degrees of quantity and quality (in men) only if the human mind is infinite in capacity. To show that (1) is false, Hume offers his own positive account of how ideas which are particular in nature may nevertheless be general in representation, even though the mind's capacity is finite. The first item Hume sets out to prove is aimed at the second disjunct, and conclusion, of the dilemma; it is aimed, that is, at 18. (2)Abstract ideas represent no particular degree of either quantity or quality. In this paper I will be concerned solely with Hume's attack on (2); it is this attack in which Hume says I "place my chief confidence." (T, I, I, 7, p. 24) I_ As stated, (2) is ambiguous, since it might be taken to mean that abstract ideas fail to represent altogether, or that they fail to represent any quantity or quality however construed. But, I believe, Hume means neither of these; he means, instead, that (2a) Abstract ideas represent non-particular, indeterminate degrees of quantity or quality. Now recall that Hume tries to refute (2a) by establishing, as he says, that (3)It is impossible to conceive any quantity or quality without forming a precise notion of its degrees. But how, by establishing (3), would Hume thereby refute or aid in the refutation of (2a)? And, for that matter, how does he support (3)? Hume's case for (3) consists of three arguments, the respective conclusions of which are most pertinent here. He concludes his first argument by saying that (4)...the general idea of a line...has in its appearance in the mind a precise degree of quantity and quality. (T, 1,1,7, p. 19) The conclusion of the second argument is this : (5)An idea is a weaker impression; and as a strong impression must necessarily have a determinate quantity and quality, the case must be the same with its copy or representative.(T, 1,1,7, p. 19) 19. and of the third it is this: (6)Abstract ideas are therefore in themselves individual, however they may become general in their representation. The image in the mind is only that of a particular object, tho' the application of it in our reasoning be the same, as if it were universal.(T, 1,1,7, p. 20) Construed in a fully general way, these conclusions assert that (7)Each idea is determinate with respect to öegree of) quantity and quality. But notice that (7) is not equivalent to, and does not obviously imply, (3). Hence, Hume... (shrink)

The present studies investigated children’s and adults’ intuitive beliefs about the physical nature of essences. Adults and children (ranging in age from 6 to 10 years old) were asked to reason about two different ways of determining an unknown object’s category: taking a tiny internal sample from any part of the object (distributed view of essence), or taking a sample from one specific region (localized view of essence). Results from three studies indicated that adults strongly endorsed the distributed view, and (...) children showed a developmental shift from a localized to distributed view with increasing age. These results suggest that even children go beyond mere placeholder notions of essence, committing to conceptual frameworks of how essences might be physically instantiated. (shrink)

Given a π -institution I , a hierarchy of π -institutions I is constructed, for n ≥ 1. We call I the n-th order counterpart of I . The second-order counterpart of a deductive π -institution is a Gentzen π -institution, i.e. a π -institution associated with a structural Gentzen system in a canonical way. So, by analogy, the second order counterpart I of I is also called the “Gentzenization” of I . In the main result of the paper, it (...) is shown that I is strongly Gentzen , i.e. it is deductively equivalent to its Gentzenization via a special deductive equivalence, if and only if it has the deduction-detachment property. (shrink)

The British have often denied the very existence of a tradition of English literary theory. George Watson redeems that denial in his latest book, the first study of 20th Century English theory. The book begins with Yeats, Pound and Eliot, who made England their home. In subsequent chapters, based on personal recollection as well as published sources, it assesses the contribution of I.A. Richards, William Empson, F.R. Leavis, C.S. Lewis, Isaiah Berlin and Wittgenstein, as well as Marxists like E.P. (...) Thompson and Raymond Williams. English literary theory is a tradition that has suffered in reputation, paradoxically, by the sheer fertility of its invention. In this seminal work the author celebrates that fertility from the First World War downto the death of Iris Murdoch in 1999, showing that England pioneered the academic study of theories of literature years in advance of France or the USA. (shrink)

Achilleus′ speeches and action in Iliad 24 ‘complete a development of character-or better, enlargement of experience and comprehension-which stretches through the whole poem’. I largely agree with this statement, but since I also believe that an ‘enlargement of experience and comprehension’ necessarily entails ‘ a development of character’, I do not hesitate, as its author does, to assert that Achilleus′ character develops, i.e., changes for the better, in the course of the Iliad. It is my purpose here to discuss one (...) of the ways in which his speeches in Book 24 are specifically designed to bring this out. I will also argue that it is precisely because his character changes for the better that the poem fits the Aristotelian concept of epic. Lastly, I will attempt to refute Redfield's arguments in support of his opinion that Achilleus does not change in the course of the story. (shrink)

The Fifth Element (1997) is a French science-fiction film in English, directed and co-written by Luc Besson. The title and the plot of the film refer to a central notion of Greek philosophy, that is, pemptousia, or quintessence. Pre-Socratic philosophers such as Thales, Anaxagoras, Anaximenes and others, were convinced that all natural beings – in fact, nature itself – consist in four primary imperishable elements or essences (ousiai), i.e., fire, earth, water, and air. To these four, Aristotle added aether, a (...) fifth essence (pemptousia). The introduction of aether gave birth to a great tradition in late Antique and Medieval philosophy, and eventually it came to signify not an additional primary element, but the core-essence of all beings, their fundamental ontological structure. Besson’s film draws its inspiration on this philosophical tradition but its cinematographic rendering of the concept of Quintessence is typical of the contemporaneous views on the core characteristics of matters. The modernity that stimulates the film is equally anti-transcendentalist and anti-essentialist. Thus, the fifth element of the film is existentially personified and genderized making the traditional philosophical significance of the term to be adjusted by modernity in an immanent and temporal context where in addition aesthetics plays a crucial role. (shrink)

We address the fundamental question why we should use PageRank and similar link-based algorithms in search engines, if at all. In a legendary article from 1998, the Google founders gave an intriguing wisdom-of-crowds justification for PageRank according to which the latter tracks quality online. This striking suggestion stands in contrast to the view that PageRank merely tracks what is popular. However, Masterton and Olsson showed that web-ecologies generated by Google-like assumptions essentially fail to reflect the scale-free structure of the web. (...) They pointed to attraction to popularity or a rich-get-richer effect being the likely main cause of scalefreeness. In this article, we explore dual models of linking behavior, i.e. models that combine attraction to importance with attraction to popularity. Our results, obtained through computer simulation, indicate that there exist dual models that give rise both to a wisdom-of-crowds effect for PageRank and to scale-free web-graphs, thus giving a partial vindication of the wisdom-of-crowds thesis for the real web. Future work should explore larger web-graphs as well as other aspects pertaining to the empirical plausibility of dual linking models. (shrink)

Conflicts of interest serve as a cipher for a radical rupture in the Flexnerian paradigm of medicine, and they can only be addressed if we recognize that health care is now practiced by institutions, not just individual physicians. By showing how "appropriate utilization of services" or "that which is medically indicated" is a function of socioeconomic factors related to institutional responsibilities, I point toward an administrative and organizational ethic as a needed component for addressing conflicts of interest. The argument is (...) developed by reviewing three important books. First, I consider Mark Rodwin's attempt to configure the economic structures of medicine so that classical fiduciary and scientific ideals can be fostered. Second, I consider E. Haavi Morreim's attempt to modify the classical ideals in order to account for new economic realities. Finally, by considering essays in a recent volume on conflicts of interest edited by Spece, Shimm, and Buchanan, I argue for a constructive dialectic between the approaches of Rodwin and Morreim. In order to properly address conflicts of interest, there must be a radical reassessment of medicine that accounts for the interrelation between scientific, ethical, and economic concerns. Until institutions come into view and professional ethics is developed to account for their role, legitimate interests and obligations of diverse parties cannot be harmonized. (shrink)

We are haunted by the specter of civil war. Liberal and conservative politicians and commentators openly express anxiety about the possibility of outright hostilities and the "unravelling [of] our national fabric". Increasing polarization, identity politics that destroys persuasion, an atmosphere of conspiracy regarding the deep state or foreign puppet masters, apparent disenchantment with institutions, general mistrust in electoral politics, a gridlocked and weak congress, and open skirmishes between white nationalist and antifascists are put forth as signs of the end times. (...) The looming crisis of the end of politics that everywhere... (shrink)

The obstacle to more objective knowledge of early Pythagoreanism is the ideological conflict over the proper mission of historiography. Not only the confusing evidence, but also the different investigative procedures and theories of history employed, make solving the Pythagorean problem difficult. I analyze the historiographic methodologies of some modern historians of Pythagoreanism in respect to the kinds of historical explanation they provide. Immediately ideological controversy arises between idealist and materialist historians. ;My critical evaluation proceeds from two theses. The content of (...) ideas reflects their social referents. Consequently, one must identify the class interests of early Pythagoreans. Writing history is a contemporary undertaking by which historians reflect their own social interests. Therefore, historiographic methodology continually must be objectified to overcome the subjectivism of historical relativism. ;I review the reconstructions of six historians. John Burnet, an empiricist, held that the Greeks entirely broke from their religious past to develop philosophy. F. M. Cornford, a Durkheimian, used anthropology to reveal philosophy's totemic content. J. E. Raven is a philologist; he maintaned that ancient philosophy was the Eleatic-Pythagorean debate. W. K. C. Guthrie, an eclectic, held that science served Pythagorean religious interests. These idealist historians attributed the Greek achievement to absolutized temperaments or racial factors; the development of ideas is not mediated by practical necessity. George Thomson and Alban Winspear are historical materialists. They explained ancient philosophy by showing the class interests of philosophers in a mercantile economy based on slave labor. ;After introducing the Pythagorean problem, I present, by chapter, first an exposition of each historian's account of the causes of Greek philosophy and then his exposition of early Pythagoreanism. My analyses follow each section. In the first part of the final chapter I discuss each historian in the context of the ideological controversy. In the second part I present a general outline of procedure for scientific historiography. (shrink)

The purpose of this valuable book is to consider recent cultural trends in bioethics from a Catholic perspective. Bioethics is intended for a lay audience interested in understanding bioethical issues from a Catholic perspective.

This article analyzes the organization and functioning of the Byzantine salt monopoly. Saltworks were owned by the state, but some were also owned by monasteries and laymen. State-owned saltworks were not run as state enterprises; rather, their operations were auctioned to private individuals by competitive bidding conducted by provincial governors. Auctions of saltworks could be combined with concessions of the salt sales tax or other rights to sources of local revenue (e. g. fisheries, wharfage). Concessionaires of saltworks often were obligated (...) to deliver salt free of charge and tax in perpetuity to influential monasteries because of long-standing local customs. The state had a fiscal, not a market monopoly on salt as the price of salt was determined by market forces. Still, topography and seasonality of production and trade could provide opportunities for exploitation of inter-spatial and intertemporal price differentials. Disaggregation of the salt market into definable producer–wholesaler, wholesaler–retailer, and retailer–consumer submarkets evinces the varying impact that market structure can have on the degree of competition and on the firms' pricing strategies. (shrink)