We are sympathic with LeDoux’s primary goal here ─ to get a solid scientific grip on what has been dubbed one of the most elusive, important questions in scientific discourse, to identify the underlying biomolecular processes that give rise to consciousness. However, we have issues with the way he goes about it and have tried to present them in a constructive manner. Our commentary is built around our theory of the origins of minds, dubbed the Cellular Basis of Consciousness (CBC), (...) and the empirical research that supports it. The CBC is based on the proposition that life and sentience are co-terminous, that life without subjectivity, feeling, without valenced perception, without the capacity to learn and lay down memories would have been an evolutionary dead-end. It could not have survived in the hostile, chaotic world in flux that dominated our planet four billion years ago. The biological sciences operate on the principle that all species, extant and extinct, evolved from the first prokaryotes. The CBC theory is founded on the principle that all expressions of emotion, perception, and cognition did as well. (shrink)

This paper is an attempt to put the work of the past several decades on the problems of implicit learning and unconscious cognition into an evolutionary context. Implicit learning is an inductive process whereby knowledge of a complex environment is acquired and used largely independently of awareness of either the process of acquisition or the nature of that which has been learned. Characterized this way, implicit learning theory can be viewed as an attempt to come to grips with the classic (...) epistemological issues of knowledge acquisition, representation and use. The argument is made that the process, despite its seeming cognitive sophistication, is of considerable evolutionary antiquity and that it antedates awareness and the capacity for conscious control of mentation. Various classic heuristics from evolutionary biology are used to substantiate this claim and several specific entailments of this line of argument are outlined. (shrink)

This is the first volume compiling English translations of Leibniz's journal articles on natural philosophy, presenting a selection of 26 articles, only three of which have appeared before in English translation. It also includes in full Leibniz's public controversies with De Catelan, Papin, and Hartsoeker. The articles include work in optics, on the fracture strength of materials, and on motion in a resisting medium, and Leibniz's pioneering applications of his calculus to these issues by construing them as mini-max and inverse (...) tangent problems. Other topics covered by the articles include: criticisms of the Cartesian estimate of motive force and Leibniz's proposal of a different way of estimating force to replace it; a proposed theory of celestial motions and gravitation, and derivation of the inverse square law; challenge problems concerning the isochronous curve and the catenary; a sample of work on gaming theory; and Leibniz's critique of atomism. (shrink)

Written by major scholars and practitioners of Goethean science today, this book considers the philosophical foundations of Goethe's approach and applies the ...

These commentaries will obviously be of interest to students of Aquinas. They should also be of interest to students of Aristotle, but with one caveat. The translators have had the delicate task of rendering into English not Aristotle’s Greek but the Latin translation of it on which Aquinas is commenting. As the Latin translates Aristotle on something close to a word-for-word basis, so the translators have translated the Latin version of Aristotle into English almost word-for-word. Further, as Macierowski explains, they (...) have taken care to preserve the opacity of terms that Aquinas explains in his commentary; to have clarified these opaque terms in the initial translation of Aristotle’s text would have made Aquinas’s later clarifications nugatory. The rationale is clear and the policy defensible, but the resulting translation of Aristotle can be rough going, for example, “for it is not just from a distance, and not close up, that one of the mixed colors appears, but from anywhere” ; “Therefore they seek in this way, and, not seeking, they still recollect in this way, when that motion comes into being after the other one; but it used to come about when the other motions such as we have. (shrink)

Many global health issues, almost by definition, do not recognize state borders and therefore require bi-lateral, or more often multi-lateral international solutions. These latter solutions are articulated in international instruments (declarations, conventions, treaties, constitutions of international bodies, etc). However, the gap between formal adoption of such instruments by signatory states and substantive implementation of the articulated solutions can be very wide. This paper surveys a selection of international legal instruments, including those where the sought after positive outcomes have been achieved, (...) and those that have been ineffective, with little or no real progress being made. The paper looks for commonalities, both in the nature of the problems and the forms of the international legal instruments, to seek answers as to why some instruments ultimately succeeded where others failed. It also provides some guidance to law/ treaty makers to help ensure that they frame future instruments in such a way as to maximize the probability that those instruments will have a substantive positive impact on global health and health rights. (shrink)

This book explores the relationship between the works of Agamben and Jacques Derrida. Arthur Willemse explains how Agamben’s thought renders Derridean terminology inoperative—by suspending the suspense of signification. He argues that this is Agamben’s way of undoing a theological structure of thought that philosophy has unknowingly appropriated.

Arthur Waley's brilliant and definitive translation of one of the foremost of all mystical books, Lao Tzu's Tao Te Ching, has become a modern classic in its own right. Unlike previous translations, it is founded not on the medieval commentaries but on a close study of all the early Chinese literature, and it provides a singular example of authoritative scholarship skillfully blended with brilliant, precise writing. In his introduction, Dr. Waley gives an extensive scholarly account of Chinese thought down (...) to the end of the third century B.C. Here, the author presents a full picture of Chinese prehistory, early philosophy, and literature, showing the original, lofty conception of Taoism before the gradual corruption through the course of centuries, tracing this conflict of philosophies and its background of politics. (shrink)

In this paper, I first present an overview of Asay’s _A Theory of Truthmaking_, highlighting what I take to be some of its most attractive features, especially his re-invigoration of the ontological understanding of truthmaking and his defence of ontology-first truthmaking over explanation-first truthmaking. Then, I articulate what I take to be a puzzling potential inconsistency: (a) he appeals to considerations to do with aboutness in criticising how well ontological views account for truth while (b) ruling out aboutness from the (...) right account of truthmaking. He argues, instead, that necessitation is both necessary and sufficient for truthmaking (§3.3). I suggest that adding aboutness to one’s account in the right way is not just compatible with but important for ontology-first truthmaking. I do all this to invite Asay to clarify his position on these matters. Overall, Asay’s worldview displays the fruitfulness of an ontologically serious approach to metaphysics that puts truthmaking centre-stage. (shrink)

The work of Giorgio Agamben relies heavily on two rather opaque notions: the messianic and the irreparable. This essay is devoted to an analysis of the latter. After surveying the existing literature, I take my cue from Dietrich Bonhoeffer's prison letters and prepare the way for my own analysis of Agamben's irreparable. In the final part of the essay, I compare the irreparable with Agamben's use of Benjamin's thought of something unforgettable. I understand the role of the irreparable in this (...) light, since, for Agamben, it means the chance of something given up by language, something given up altogether, and as such serves as entry to the paradigmatic. (shrink)

D’Arcy Thompson’s drawings showing coordinated differences between the shape of an individual of one species and the shape of an individual of another have been reproduced and discussed countless times. However, while they have been widely regarded as inspirational, their interpretation in causal terms has proved difficult, and there is as yet no consensus on this matter. Here, I approach these Thompsonian transformations from a particular angle, namely their dimensional insufficiency. I argue that this problem must be solved before the (...) issue of causality can be considered. This approach leads to the conclusion that Thompsonian transformations—or “morphological transformations”—have not taken place in evolution, and logically can never do so, because they involve the direct conversion of the adult form of one species into that of another. In contrast, “developmental transformations” do occur in the short term, within the lifetime of a single individual. And “evolutionary transformations” occur in the long term, in a context that can be described, following Scott Gilbert, as five-dimensional. I argue that these two kinds of transformation—developmental and evolutionary—have different causal agencies. I consider the possible nature of these agencies and, related to that, the way in which Thompson’s work connects with Darwinian evolutionary theory. (shrink)

. . . The book is enhanced by the polished and lucid style of Mr. Waley's translations.

In this paper, I will explore the concept that healing activities shape the objects of therapy and seek to construct those objects through therapeutic activities. Objects of therapy are the persons, patients, human bodies, diseases, physiological processes and personal suffering—that which clinical medicine constructs through its distinctive formative processes, practices and knowledge. The rationale for choice of philosophical sources namely, Cassirer, Foucault, the anthropological perspective of Good and the sociological account of Frank will be discussed. The claim articulated by Good (...) will be examined and its relationship to culture, illness, medical knowledge, practice, truth, and science. I then focus on Frank's concepts of the patient and the body and how medical knowledge and practices affects it. The concept that the medicalization of the illness narrative silences the patient's voice requiring an ethic of listening will be emphasized, described and further supported by Charon's (2006, Narrative medicine: Honoring the stories of illness. New York, NY: Oxford University Press) and Cassell's (2015, The nature of suffering and the goals of medicine. New York, NY: Oxford University Press) thoughts on narrative of illness in clinical medicine. My position concludes that healing activities construct the objects of therapy: as the medical culture's way of seeking truth; as medicine's way of mediating and organizing forms of reality through culture and symbolic forms; and, as medicine's way of entering the body and constructing the disease. Lastly, I suggest that in spite of the remarkable progress in the control of disease, the failure to address the interpretation of illness meanings is a fundamental flaw in the work of “doctoring.” The experience and meanings of illness are at the centre of clinical practice and is a moral, political, ethical and professional obligation. The person is a cultural construct, a complex and culturally shaped way of experiencing self and other, and cultural “work” is required to constitute the person who is the object of medical attention and it also necessitates the ethic of listening. (shrink)

A discussion on antiquity with Anthony A. Long, one of the most distinguished scholars in the field of ancient philosophy, would be engaging in any case. All the more so, since his two recently published works, Greek Models of Mind and Self and How to be Free: An Ancient Guide to the Stoic Life, provide the opportunity to revisit key issues of ancient philosophy. The former is a lively and challenging work that starts with the Homeric notions of selfhood, and (...) leads the reader all the way through classical and Hellenistic philosophical psychology; the latter is a profound analysis of the Stoic ethics that focuses in particular on its foundation and principles, followed by Long’s re-worked translation of Epictetus’ Encheiridion and carefully selected parts of his Discourses. Anthony Long kindly accepted the invitation to discuss several issues that are in the core of scholarly concern, sharing interpretations and thoughts that originate from his long acquaintance with the ancient literary tradition. (shrink)

Following the lead of Hans Reichenbach in the early twentieth century, many authors have attributed a causal theory of time to Leibniz. My exposition of Leibniz’s theory of time in a paper of 1985 has been interpreted as a version of such a causal theory, even though I was critical of the idea that Leibniz would have tried to reduce relations among monadic states to causal relations holding only among phenomena. Since that time previously unpublished texts by Leibniz have become (...) available in which he himself explains temporal precedence in terms of causal precedence, and these texts have been given careful scrutiny by other scholars, such as Jan Cover, Stefano Di Bella and Michael Futch. In this paper I respond to their analyses, and try to make precise the way in which Leibniz’s views on time and on causality fit together in his metaphysics. (shrink)

Fundamental Theory has been called an "unfinished symphony" and "a challenge to the musicians among natural philosophers of the future". This book, written in 1944 but left unfinished because Eddington died too soon, proved to be his final effort at a vision for harmonization of quantum physics and relativity. The work is less connected and internally integrated than 'Protons and Electrons' while representing a later point in the author's thought arc. The really interested student should read both books together.The physical (...) and mathematical reasoning are very deep, but it is possible to enjoy much of the flavor of the book even without following everything. The tidbits given below illustrate Eddington's beautiful and mellifluous English style. This edition contains a clickable table of contents and some interesting illustrations.WARNING: Due to the complexity of the mathematical typesetting, the only way to reproduce this book has been as a series of scanned page images. We believe this work is scientifically and culturally important, and despite a few imperfections and the inevitably small print, have brought it back into print as part of our continuing commitment to the preservation of Eddington's work. On a portable electronic reader the pages come out pretty small, but they are legible. On a desktop computer running the Amazon app, they are perfectly fine. We appreciate your understanding, and hope you enjoy this valuable book.TIDBITS:The number of protons and electrons in the universe would, in itself, be merely a matter of idle curiosity. But N has a more general significance as a fundamental constant which enters into many physical formulae. Its special interpretation as the number of particles in the universe arises in the following way. If we consider a distribution of hydrogen in equilibrium at zero temperature, the presence of the matter produces a curvature of space, and the curvature causes the space to close when the number of particles contained in it reaches a certain total; that number is N. The present investigation seeks to determine N directly from the principles of measurement. We have to show, not that there are N particles in the universe, but that anyone who accepts certain elementary principles of measurement must, if he is consistent, think there are. We have to express in mathematical symbolism what we think we are doing when we measure things; for if we had no conception of what we were doing, the results of the measurements would not persuade us to believe anything in particular. All our results are derived from the condition that the conceptual interpretation which we place on the results of measurement must be consistent with our conceptual interpretation of the process of measurement.If we play about with a pin and a meter standard, we do not become aware of any number in particular unless the standard has been graduated, or unless we use a process of displacement which we interpret as adding pin-extensions. The fact is that, although measurement is primarily a process involving four entities, the conceptual interpretation of measurement postulates in addition the existence (in the structure contemplated) as something referred to as Z. The existence of Z is the condition that makes graduation an exact concept. In the actual universe there exists a basis which is uniform to a very high approximation, and this serves for almost all purposes; but to the much higher approximation required in the calculation of N the ideal exact basis of uniformity does not exist. The finitude of N is, in fact, the cause of the failure of the approximation.It must be remembered that we are now working to what would ordinarily be considered a fantastically high approximation. For ordinary purposes a measurable has 16 eigenvalues; but under the super-magnification here employed (which is not content to overlook 1 part in 10E39) there is a fine structure which splits each of them into 16 components. (shrink)

This book focuses on justice and its demands in the way of providing people with medical care. Building on recent insights on the nature of moral perceptions and motivations from the neurosciences, it makes a case for the traditional medical ethic and examines its financial feasibility. The book starts out by giving an account of the concept of justice and tracing it back to the practices and tenets of Hippocrates and his followers, while taking into account findings from the neurosciences. (...) Next, it considers whether the claim that it is just to limit medical care for everyone to some basic minimum is justifiable. The book then addresses finances and expenditures of the US health care system and shows that the growth of expenditures and the percentage of the gross national product spent on health care make for an unsustainable trajectory. In light of the question what should be changed, the book suggests that overdiagnosis and medicalizing normal behavior lead to harmful, costly and unnecessary interventions and are the result of unethical behavior on the part of the pharmaceutical industry and extensive ethical failures of the FDA. The book ends with suggestions about what can be done to put the U.S. health care system on the path to sustainability, better medical care, and compliance with the demands of justice. (shrink)

Matthew Lipman’s Thinking in Education develops an approach to philosophical inquiry with children (PwC) that claims to develop critical, creative and caring thinking. With Lipman, these kinds of thinking are primarily tied to analytic-logical commitments, and as such, his approach concerns only one way to conceptualize thinking. To address this issue and create space for another understanding, I introduce the concept of affect based on the work of the French philosopher Gilles Deleuze. From a theoretical perspective, affect helps to deepen (...) the relationship between thinking, the body and experience in PwC; in addition, from a practical standpoint, it expands and enriches facilitation practices and curriculum design. To explore affect, I first show why PwC would benefit from such a theoretical expansion while also looking at connections already present within the literature on PwC. After a brief overview of affect theory and some of its initial applications to education, I propose a reading of Deleuzian affect augmented by thinkers like Claire Colebrook and Brian Massumi. Finally, I explore philosophical inquiry through affect and suggest how facilitation practices and curriculum design can respond in lieu of this conceptualization. This response examines several areas: inquiry, concepts, the community and ethical-political engagement. (shrink)

In this new edition, Arthur Fine looks at Einstein's philosophy of science and develops his own views on realism. A new Afterword discusses the reaction to Fine's own theory. "What really led Einstein . . . to renounce the new quantum order? For those interested in this question, this book is compulsory reading."--Harvey R. Brown, American Journal of Physics "Fine has successfully combined a historical account of Einstein's philosophical views on quantum mechanics and a discussion of some of the (...) philosophical problems associated with the interpretation of quantum theory with a discussion of some of the contemporary questions concerning realism and antirealism. . . . Clear, thoughtful, [and] well-written."--Allan Franklin, Annals of Science "Attempts, from Einstein's published works and unpublished correspondence, to piece together a coherent picture of 'Einstein realism.' Especially illuminating are the letters between Einstein and fellow realist Schrodinger, as the latter was composing his famous 'Schrodinger-Cat' paper."--Nick Herbert, New Scientist "Beautifully clear. . . . Fine's analysis is penetrating, his own results original and important. . . . The book is a splendid combination of new ways to think about quantum mechanics, about realism, and about Einstein's views of both."--Nancy Cartwright, Isis. (shrink)

Fundamental Theory has been called an "unfinished symphony" and "a challenge to the musicians among natural philosophers of the future". This book, written in 1944 but left unfinished because Eddington died too soon, proved to be his final effort at a vision for harmonization of quantum physics and relativity. The work is less connected and internally integrated than 'Protons and Electrons' while representing a later point in the author's thought arc. The really interested student should read both books together.The physical (...) and mathematical reasoning are very deep, but it is possible to enjoy much of the flavor of the book even without following everything. The tidbits given below illustrate Eddington's beautiful and mellifluous English style. This edition contains a clickable table of contents and some interesting illustrations.WARNING: Due to the complexity of the mathematical typesetting, the only way to reproduce this book has been as a series of scanned page images. We believe this work is scientifically and culturally important, and despite a few imperfections and the inevitably small print, have brought it back into print as part of our continuing commitment to the preservation of Eddington's work. On a portable electronic reader the pages come out pretty small, but they are legible. On a desktop computer running the Amazon app, they are perfectly fine. We appreciate your understanding, and hope you enjoy this valuable book.TIDBITS:The number of protons and electrons in the universe would, in itself, be merely a matter of idle curiosity. But N has a more general significance as a fundamental constant which enters into many physical formulae. Its special interpretation as the number of particles in the universe arises in the following way. If we consider a distribution of hydrogen in equilibrium at zero temperature, the presence of the matter produces a curvature of space, and the curvature causes the space to close when the number of particles contained in it reaches a certain total; that number is N. The present investigation seeks to determine N directly from the principles of measurement. We have to show, not that there are N particles in the universe, but that anyone who accepts certain elementary principles of measurement must, if he is consistent, think there are. We have to express in mathematical symbolism what we think we are doing when we measure things; for if we had no conception of what we were doing, the results of the measurements would not persuade us to believe anything in particular. All our results are derived from the condition that the conceptual interpretation which we place on the results of measurement must be consistent with our conceptual interpretation of the process of measurement.If we play about with a pin and a meter standard, we do not become aware of any number in particular unless the standard has been graduated, or unless we use a process of displacement which we interpret as adding pin-extensions. The fact is that, although measurement is primarily a process involving four entities, the conceptual interpretation of measurement postulates in addition the existence (in the structure contemplated) as something referred to as Z. The existence of Z is the condition that makes graduation an exact concept. In the actual universe there exists a basis which is uniform to a very high approximation, and this serves for almost all purposes; but to the much higher approximation required in the calculation of N the ideal exact basis of uniformity does not exist. The finitude of N is, in fact, the cause of the failure of the approximation.It must be remembered that we are now working to what would ordinarily be considered a fantastically high approximation. For ordinary purposes a measurable has 16 eigenvalues; but under the super-magnification here employed (which is not content to overlook 1 part in 10E39) there is a fine structure which splits each of them into 16 components. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.4 (2004) 71-80 [Access article in PDF] The Arts and the Creation of Mind: Eisner's Contributions to the Arts in Education Arthur Efland Professor Emeritus, Department of Art Education The Ohio State University In the last four years at least three books in arts education have dealt with the subject of cognition in relation to the arts. I refer to Charles Dorn's Mind (...) in Art, my book Art and Cognition, and Elliot Eisner's The Arts and the Creation of Mind, with the publication of the latter providing the occasion for this article.1 Each of these texts makes its case for the arts in education on somewhat similar grounds. All three share the view that the creation and understanding of works of art, though endowed with feeling and emotion, are nevertheless cognitive endeavors. But why have so many books appeared on the topic of cognition at this time? To answer this question it becomes necessary to describe the changes in our understanding of cognition and the problems these have created for the arts in education.Once cognition was the term used to designate propositional thinking with verbal and numerical symbols, whereas the current sense of the term embraces all forms of thought including mental images obtained through perception. In short it includes all forms of sentience by which the human organism comes to know itself and its environment. This change was to have a major impact upon curriculum reform initiatives in all studies but it was to have a revolutionary impact upon education in the arts for reasons explained later in this essay. However, an adequate story of cognition in the arts cannot be told without a discussion of Eisner's contributions to this discourse. The Waning of Behaviorism For the first half of the twentieth century the psychology that dominated educational practice was behaviorism. Its proponents included psychologists like Edward L. Thorndike, James B. Watson, and B.F. Skinner.2 Each strove to create a science of psychology that would match the rigor of physics or chemistry, where causes in relation to effects would be carefully observed and measured, making the explanation, prediction, and control of phenomena possible, especially those behaviors that fall under the control of the classroom teacher. The formation of connections called stimulus-response (S-R) bonds had become the molar unit to explain learning, much [End Page 71] like the way that differences in the structure of the atom was used to explain the behavior of the chemical elements of the Periodic Table. This bond between environmental stimuli and the organism's response was seen as the elementary unit of behavior while the IQ had become its measure. Invisible notions like mind and imagination were banished to metaphysical philosophy, outside the legitimate bounds of science.Though behaviorists never denied the existence of higher order thinking that is, abstract, sense-free thinking as found in pure mathematics, they were unable to explain how these human capacities emerge through the accumulation of such rudimentary stimulus-response events. Nevertheless, they recognized that humans do have a capacity for thinking that relies heavily upon symbols like words, numbers and the like. Moreover, certain subjects that require reason and logic, like math and theoretical physics, would be inconceivable without such symbols and the rules by which these are manipulated. By contrast it was assumed that the arts, which relied on sensory images, either did not employ this type of propositional thought, or did so to a far lesser degree. Thus the arts could be dispatched to the noncognitive or affective domains with little or no reduction in the learner's cognitive capacities. Indeed, these noncognitive realms, which gave play to feelings and emotions, were often seen as inimical to the acquisition of rational powers of thought. Intellectual power as it was then understood, required that feelings and emotions be brought under the control of reason.As long as behaviorism served as the dominant paradigm, the school curriculum could be divided into two or three broad divisions... (shrink)

One of the most extensive yet least conclusive methodological debates within religious studies revolves around the question of what, precisely, the phenomenology of religion is and what contribution it can make to the study of religion. I do not intend to answer this important question here. To do so satisfactorily would require a range of historical, philosophical and methodological inquiry which would go quite beyond the bounds of a single article. My intention in this paper is, by comparison, unambitious. It (...) is to take one view of what phenomenology of religion is and to consider an area outside that usually explored by students of religion which can, nonetheless, shed some light on how religions might be studied in a way which is in accordance with the phenomenology of religion so understood. What follows will offer an answer to the question of what contribution one particular understanding of phenomenology might make to the study of religion, but no attempt will be made to establish whether or not this particular understanding ought to be regarded as normative. (shrink)

Contemporary debates about "moral luck" were inaugurated by Thomas Nagel’s celebrated essay on the topic. Nagel notes that the puzzle about moral luck is formally parallel to the familiar epistemological problem of skepticism. In each case, the problem is generated by the apparent coherence of the thought that inner aspects of our lives are self-contained, and can be both understood and evaluated without any reference to anything external. Epistemological skepticism begins with the thought that my thoughts could be exactly as (...) they are without any contact with the world outside, where "exactly as they are" is glossed in terms of the grounds that connect those thoughts with each other and provide the basis for our confidence in them. In the practical case, the problem of moral or legal luck arises from the thought that the only basis we have for evaluating a person’s action is his decision to perform that action. The Kantian and post-Kantian response to epistemological skepticism is not to try to defeat the skeptic on his or her own grounds, but rather to show that there is something wrong in the way the problem is set up. Our ordinary ways of thinking about ordinary things, and other persons, are only in trouble if they rest on an unwarranted inference from something that is more secure. I will engage with legal luck in a parallel way: our ordinary ways of thinking about responsibility are only in trouble if they rest on an unwarranted inference from something more secure. I argue that the concept of a completed wrong is basic to law, and that aspects of human interaction on which luck-skeptics focus — blameworthiness and harm — are derivative. I frame the issue not in terms of moral significance, but rather in terms of the authorization of the state to use force, either to order the payment of damages in tort or to imprison criminals. In the first part of the Article I consider the case of tort liability for negligence, explaining the structure of a completed wrong and the correspondingly derivative significance of carelessness as such. In the second part I turn to the issue of criminal punishment. I offer a brief explanation of the state’s authority to punish, before going on to show that the basic case that engages this authority is the completed crime. I then show why the failed attempt also attracts punishment, even though it is a derivative case. (shrink)

A central tenet of truthmaker theory is that necessitation is necessary for truthmaking (NEC). This paper defends NEC in a novel, piecemeal way, namely by responding to a potential counterexample involving a changing past. If Carter won a race at t1 but is later disqualified at t2, then Carter no longer won at t1. A wholly past event seems to have changed in the future. The event makes ‘Carter won the race at t1’ (RACE) true between t1‐2 but fails to (...) make it true at t2. So, we have a potential counterexample to necessitation: a truthmaker of RACE fails in another context to make the same truthbearer RACE true. I argue that the best solution to this challenge is not that there are different truthbearers at t1‐2 and t2 (the semantic response), or that RACE was never true because of the future disqualification or will always be true despite the future disqualification. The best solution is to accept that the past can change: past events can change based on what happens in the future (e.g., via their effects). This paper's novel defence of necessitation will illustrate the importance of utilising explicitly ontological and commonsensical tools in accounting for truth. (shrink)

Ronald Dworkin occupies a distinctive place in both public life and philosophy. In public life, he is a regular contributor to The New York Review of Books and other widely read journals. In philosophy, he has written important and influential works on many of the most prominent issues in legal and political philosophy. In both cases, his interventions have in part shaped the debates he joined. His opposition to Robert Bork's nomination for the United States Supreme Court gave new centrality (...) to debates about the public role of judges and the role of original intent in constitutional interpretation. His writings in legal philosophy have reoriented the modern debate about legal positivism and natural law. In political philosophy, he has shaped the ways in which people debate the nature of equality and has reframed debates about the sanctity of life. (shrink)

In this book, Arthur Keefer offers a new interpretation of the book of Proverbs from the standpoint of virtue ethics. Using an innovative method that bridges philosophy and biblical studies, he argues that much of the instruction within Proverbs meets the criteria for moral and theological virtue as set out in Aristotle's Nicomachean Ethics and the works of St. Thomas Aquinas. Keefer presents the moral thought of Proverbs in its social, historical, and theological contexts. He shows how these contexts (...) shed light on the conceptualization of virtue, the virtues that are promoted and omitted, and the characteristics that make Proverbs a distinctive moral tradition. In giving undivided attention to biblical virtue, this volume opens the way for new avenues of study in biblical ethics, including law, narrative, and other aspects of biblical instruction and wisdom. (shrink)

According to the Neoplatonic philosopher Proclus, a whole can exist in three ways: before the parts, composed of parts, or in the part. To unify the diverging scholarly interpretations of this idea, this paper re-examines Proclus’ well-known definition of the three wholes in his Elements of Theology, analyses lesser-known arguments from his Platonic Theology, and discusses two examples of Proclus’ theorem from the Commentary on Plato’s Timaeus.

The ArgumentThis paper argues that Einstein subscribed to three distinct kinds of interpretations of the quantum theory: subjective, instrumental, and hidden variables interpretations. We explore the context and ihe content of Einstein's thinking over these interpretations, emphasizing Einstein's conception of his role not only as a critic of the new quantum theory but also as a guide pointing the way to better physics.

Increasingly, medicine is used to remodel, revise, and revamp as much as to heal and mend. It is tempting to say that people make merely personal choices about these new uses. But such choices have implications for everybody, and they ought to be made cautiously, slowly, and in a way that opens them to discussion.

Abstract:As new digital technologies, consumer demand, and social issues such as COVID-19 render workplaces increasingly data-centric, employers will require culturally and technologically adept workers who can utilize creativity in every stage of the production process. To prepare students for this demand, institutions of higher education must establish flexible programs that provide professional or technical curricula combined with a liberal arts education that fosters students’ abilities to build imaginations beyond conventionally accepted norms. The capacity for creative fantasy intersects with cognitive maturity (...) and higher-order thinking and thus can be measured using models of adult development. Schools should develop knowledge platforms that can first assess a student’s maturity stage and then design a personalized liberal and professional education plan that maximizes their creative abilities. This article therefore engages adult development theory to map possible trajectories toward students’ constructive use of innovative fantasy and to address ways educational institutions can reorient their approaches. (shrink)

At the end of the 19th century, most professional historians – wherever they existed – deemed history to be a form of knowledge ruled by a method that bears no resemblance with those most commonly traceable in the natural sciences. The bulk of the historian’s task was then frequently regarded as being the application of procedures frequently referred to as ‘historical method’. In the context of such an emerging interest on historical methods and methodology, at least three textbooks stand out: (...) Johann Gustav Droysen’s Grundriss der Historik (Outline of the Theory of History), Ernst Bernheim’s Lehrbuch der historischen Methode (Handbook of Historical Method), and Charles Langlois and Charles Seignobos’s Introduction aux études historiques (Introduction to the Study of History). These books were quite influential in Germany, France, and elsewhere, and they very much helped promote a general idea of historical method that would become relatively consensual among historians of many nationalities by the early 20th century. Such a relative agreement on historical method sponsored both the communication and the development of a sense of disciplinary identity among historians trained within different and sometimes conflicting national traditions. It was then partially extended, partially challenged, and surely made more complex when, from the 1920s on, social and economic historians became a good part of the historiographical establishment in many countries. -/- The three books by Droysen, Bernheim, and Langlois and Seignobos were already pieced together by Rolf Torstendahl, who studied them as a group of texts that, despite their differences, contributed to shape the developments outlined above. However, Torstendahl’s primary aim was to show how Droysen, Bernheim, and Seignobos all resorted to ‘method’ as a way to circumvent skepticism against the possibility of historical knowledge, rather than investigate the internal interrelationships between the three texts. In this chapter I follow precisely this latter, not yet taken, road, focusing on crucial cross-references between the Grundriss, the Lehrbuch, and the Introduction. I intend to show that, at a general level, the schemes of historical method found in these texts are largely convergent, and that this convergence is due to Bernheim’s reading of Droysen and to Langlois and Seignobos’s reading of Bernheim. I will attempt to do it through a regressive approach that starts with an analysis of the Introduction. Aspects of the editorial history and circulation of the three texts will also be briefly addressed, as a way to illustrate their special importance within the framework of early 20th century historical theory. Because my argument calls for a focus on the most general lines of Droysen’s, Bernheim’s, and Langlois and Seignobos’s schemes of historical method, I will, for the sake of consistency, refrain from analysing in-depth the complex epistemological and ontological arguments in which those schemes are nested. (shrink)

Cicero once stressed as the first law of history that “the historian must not dare to tell any falsehood.” This precept entails a minimal ethical requirement that remains unscathed by the whirlpools of epistemic relativism that have called many other aspects of professional historians’ practice into question in the last century or so. No commendable scholar seems willing to invalidate Cicero’s first law, and dependable scholarship—whether relying on objectivity-friendly or objectivity-hostile theoretical assumptions—follows shared standards of integrity and accuracy with which (...) someone from Cicero’s time, for instance, would never be able to comply. In this essay, I suggest that those two circumstances should dispose us more favorably toward a refreshed notion of historical objectivity pointing not only to epistemology but also to professional ethics. I address the condemnation of lying and, more generally, historians’ commitment to sincerity as a way to highlight the ethical dimension of history writing. By focusing on the deep but underexplored moral roots of objectivity, I argue that this concept is still very useful as both an analytical tool and a normative ideal. Objectivity, in the sense I underline here, does not stand in opposition to subjectivity—on the contrary, it is actually tied up with subjective dispositions, virtues, and skills that help shape responsible historiography. (shrink)

In this two-part essay I develop a theory of natural signs. Since even primordial signs signify values, in the first part I develop the theory’s valuative aspect. Goods are as primary in nature as facts are, and together facts and values generate semeiosis in all life without excess extrapolation from human psychology. To ward off over-extrapolating on values, I defend a major discontinuity between man and nature on the goods of ethics. In the essay’s second part I develop the semeiotic (...) dimensions of the negative feedback model of purposive systems. I provide tests for the truth and falsity of the primitive representations in these systems. I account for the holism of representational systems and their non-extensionality, and I define functions. I solve this important definitional problem by inverting the usual mode of thinking: Functions do not explain signs; signs explain functions. Finally I defend this theory’s way of understanding the continuity between human beings and the rest of living nature against several criticisms. (shrink)

Two decades ago, problems of alienation and fetishism were the focus of most English speaking studies of Marx’s philosophy. More recent work on Marx and Marxist themes has tended to avoid these questions in favor of discussions of explanation, exploitation, distributive justice and problems of class formation and co-ordination. The latter set of problems seem more readily addressable, if not always more tractable, using contemporary tools drawn from the philosophy of science, as well as methods of decision theory, game theory, (...) and welfare economics. But the change in emphasis has not been without costs; gains in clarity and rigor have come at the price of abandoning Marx's most fundamental criticism of capitalism as a way of life. I shall argue that it is no coincidence that the shift to ‘rational choice’ Marxism has had precisely that cost. (shrink)

This article examines in what way and to what extent phenomenological philosophy has given rise to a new understanding of the modern novel and to a transformation of its narrative techniques. The starting point for this examination is the claim, made by Merleau-Ponty in “Metaphysics and the Novel”, according to which, in phenomenological philosophy, the task of philosophy is inextricably bound to that of literature. I examine this claim in two ways. First, I situate it historically with regard to the (...) modern novel’s characteristic realism. Then, I show how the phenomenological attitude – formulated by Husserl as a methodological device in distinction with the natural attitude – transforms the novel’s narrative technics. Sartre’s first novel, La Nausée, constitutes an exemplary case to assess this transformation. Combining these two ways, I argue that the claim made by Merleau-Ponty is paradoxical: on the one hand, the intrinsic connection between phenomenological philosophy and literature promotes the cognitive value of the modern novel, but on the other hand, it breaks with the conventions of the novel form and initiates a fragmented writing. (shrink)

Over a decade ago, Arthur Danto announced that art ended in the sixties. Ever since this declaration, he has been at the forefront of a radical critique of the nature of art in our time. After the End of Art presents Danto's first full-scale reformulation of his original insight, showing how, with the eclipse of abstract expressionism, art has deviated irrevocably from the narrative course that Vasari helped define for it in the Renaissance. Moreover, he leads the way to (...) a new type of criticism that can help us understand art in a posthistorical age where, for example, an artist can produce a work in the style of Rembrandt to create a visual pun, and where traditional theories cannot explain the difference between Andy Warhol's Brillo Box and the product found in the grocery store. Here we are engaged in a series of insightful and entertaining conversations on the most relevant aesthetic and philosophical issues of art, conducted by an especially acute observer of the art scene today.Originally delivered as the prestigious Mellon Lectures on the Fine Arts, these writings cover art history, pop art, "people's art," the future role of museums, and the critical contributions of Clement Greenberg--who helped make sense of modernism for viewers over two generations ago through an aesthetics-based criticism. Tracing art history from a mimetic tradition through the modern era of manifestos, Danto shows that it wasn't until the invention of Pop art that the historical understanding of the means and ends of art was nullified. Even modernist art, which tried to break with the past by questioning the ways of producing art, hinged on a narrative.Traditional notions of aesthetics can no longer apply to contemporary art, argues Danto. Instead he focuses on a philosophy of art criticism that can deal with perhaps the most perplexing feature of contemporary art: that everything is possible. (shrink)

"More than any thing else technology creates our world. It creates our wealth, our economy, our very way of being," says W. Brian Arthur. Yet, until now the major questions of technology have gone unanswered. Where do new technologies come from -- how exactly does invention work? What constitutes innovation, and how is it achieved? Why are certain regions -- Cambridge, England, in the 1920s and Silicon Valley today -- hotbeds of innovation, while others languish? Does technology, like biological (...) life, evolve? How do new industries, and the economy itself, emerge from technologies? In this groundbreaking work, pioneering technology thinker and economist W. Brian Arthur sets forth a boldly original way of thinking about technology that gives answers to these questions. The Nature of Technology is an elegant and powerful theory of technology's origins and evolution. It achieves for the progress of technology what Thomas Kuhn's The Structure of Scientific Revolutions did for scientific progress. Arthur explains how transformative new technologies arise and how innovation really works. Conventional thinking ascribes the invention of technologies to "thinking outside the box," or vaguely to genius or creativity, but Arthur shows that such explanations are inadequate. Rather, technologies are put together from pieces -- themselves technologies -- that already exist. Technologies therefore share common ancestries and combine, morph, and combine again to create further technologies. Technology evolves much as a coral reef builds itself from activities of small organisms -- it creates itself from itself; all technologies are descended from earlier technologies. Drawing on a wealth of examples, from historical inventions to the high-tech wonders of today, and writing in wonder fully engaging and clear prose, Arthur takes us on a mind-opening journey that will change the way we think about technology and how it structures our lives. (shrink)

In this essay we expand the notion of thinking by emphasizing the provocation and urgency to think and by reconceptualizing thinking as an embodied practice. The aim is to expand Lipman and Sharp’s approach to philosophical inquiry with children and show how other ways of thinking can be included. We strive to unfold a way of “thinking” that is both different from rationality (critical thinking) as well as from creative and caring thinking. In the first part of the paper, we (...) discuss the merits of Lipman and Sharp’s critical, creative and caring thinking within the Community of Philosophical Inquiry (CPI). We then expand Lipman/Sharp’s philosophical method through Ekkehart Marten’s Five-finger Model, which allows for different philosophical approaches. In the second half of the paper, we draw on Martin Heidegger’s What is called thinking? to develop his concept of the “call” to think together with its related notions of provocation and urgency. Building on this, we draw on Maurice Merleau-Ponty to show how this call is not an intellectual activity or mere exercise of the “mind” but rather affects our entire existence. As such, thinking becomes a response to an existential urgency that is an embodied practice. Using concepts like embodiment, affect, and sensibility, we try to widen our conception of thinking in a CPI. Finally, we hope this will allow facilitators to hear the unique voice of every child so that no one is left unheard. (shrink)

This book interprets Thomas Hardy’s _Tess of the D’Urbervilles_ with the openness toward experience recommended by John Dewey’s _Art as Experience_. The characters of _Tess_ are considered as real people with sexual bodies and complex minds. Efron identifies the “experience blockers” that the critical tradition has stumbled upon, and defends Hardy’s involvement in telling his story. Efron offers a new way of evaluating literature inspired by Dewey’s pragmatist aesthetics.

Arthur Rosenberg’s remarkable essay, first published in 1934, was probably the most incisive historical analysis of the origins of fascism to emerge from the revolutionary Left in the interwar years. In contrast to the official Comintern line that fascism embodied the power of finance-capital, Rosenberg saw fascism as a descendant of the reactionary mass-movements of the late-nineteenth century. Those movements encompassed a new breed of nationalism that was ultra-patriotic, racist and violently opposed to the Left, and prefigured fascism in (...) all these ways. What was distinctive about the fascists in Italy and Germany was not so much their ideology as the use of stormtroopers to wage the struggle against democracy in more decisive and lethal ways. After the broad historical sweep of its first part, the essay looks at the factors that were peculiar to the Italian and German situations respectively, highlighting both the rôle of the existing authorities in encouraging the fascists and the wider class-appeal of the fascist parties themselves, beyond any supposed restriction to the middle-class or ‘petty bourgeoisie’. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Arthur A. Krentz DRAMATIC FORM AND PHILOSOPHICAL CONTENT IN PLATO'S DIALOGUES AN intriguing innovation in the history of philosophical discourse is Plato's employment ofdramatic dialogues as his deliberately chosen means ofcommunication. Throughout the history of philosophy scant attention has been focused on this feature of Plato's works. Recently, however, some students of Plato's writings contend that it is crucial for interpreters to give careful attention to the dialogue (...) form in order to reach an essential understanding of the philosophical content. Thus WernerJaeger, commenting in 1934 on the importance of the form of Aristotle's philosophical works, mentions as an aside that, "Even in the case of Plato, the importance of the form for the understanding of his particular thought has often been overlooked for long periods; departmental philosophers and students ofliterature in particular are always prone to consider it as something literary which had no material significance for Plato, in spite of the fact that it is unique in die history of philosophy. By now, however, most persons know mat the study of the development of the form ofhis writing is one of me main keys to a philosophical understanding of him." ' In spite ofJaeger's contention that most contemporary interpreters of Plato are aware of the significance of investigating the dramatic form for an understanding of a dialogue's content, a survey of the literature on Plato shows that interpreters often abandon such a concern in their own approach to his dialogues. For example, many interpreters treat dialogues as treatises, ignoring the dramatic features in order to concentrate on the examination of the logical, epistemológica!, ethical or other philosophical aspects of the argumentation in a single dialogue or group ofdialogues; as a result interpreters tend to separate the content from the form of Plato's works.2 The effect of this approach is one-sided, for, although such interpretations attempt to do justice to the arguments, they ignore the dramatic features of the dialogues and their bearing on an interpretation of die philosophical substance. Currently a growing number of interpreters of Plato in Europe and North America hold that a consideration of the form of Plato's dialogues is important 32 Arthur A. Krentz33 for an understanding oftheir content and philosophical message.3 1 am in agreement with this position and in this article I consider some reasons that may have led Plato to adopt dialogue as his medium of philosophical expression and attempt to show how attention to the dialogue form shapes the interpretation of their content. Unlike his philosophical predecessors who cast their writings in the form of extended poems, aphorisms, or treatises "On Nature," Plato wrote dramas. That the dramatic form ofhis writings is not incidental to his philosophical purposes becomes apparent as one considers how Plato presents philosophy in a fundamentally different way from that of his predecessors and successors who adopted the essay and treatise as the paradigm ofphilosophical communication. In a philosophical work such as a treatise, an author ordinarily attempts to state his own position on issues under discussion as clearly and as forcefully as possible. This, however, is not the primary aim of Plato's works, for certain features of his dramas indicate that he deliberately concealed his own views. Of special note in this regard is the fact that Plato never speaks on his own behalf in the discourses he creates. There is no character named "Plato" unequivocally declaring the author's own position.4 Instead a variety of interlocutors ask questions, investigate philosophical problems, and puzzle over solutions while Plato remains noticeably silent. This silence of Plato indicates that he did not regard the unequivocal presentation of his own views to be of paramount importance. If this had been his aim, Plato had only to write a dialogue which included himselfas one ofthe characters clearly stating his own position. Having engaged in many philosophical discussions with Socrates and with his own students, Plato could have written a dialogue based on such conversations. His not doing so is sufficient to show that he did not use his writings as a primary vehicle for transmitting his own position in his own words. Nor did Plato use... (shrink)

The adversary professions--law, business, and government, among others--typically claim a moral permission to violate persons in ways that, if not for the professional role, would be morally wrong. Lawyers advance bad ends and deceive, business managers exploit and despoil, public officials enforce unjust laws, and doctors keep confidences that, if disclosed, would prevent harm. Ethics for Adversaries is a philosophical inquiry into arguments that are offered to defend seemingly wrongful actions performed by those who occupy what Montaigne called "necessary offices."Applbaum (...) begins by examining the career of Charles-Henri Sanson, who is appointed executioner of Paris by Louis XVI and serves the punitive needs of the ancien régime for decades. Come the French Revolution, the King's Executioner becomes the king's executioner, and he ministers with professional detachment to each defeated political faction throughout the Terror and its aftermath. By exploring one extraordinary role and the arguments that can be offered in its defense, Applbaum raises unsettling doubts about arguments in defense of less sanguinary professions and their practices.To justify harmful acts, adversaries appeal to arguments about the rules of the game, fair play, consent, the social construction of actions and actors, good outcomes in equilibrium, and the legitimate authority of institutions. Applbaum concludes that these arguments are weaker than supposed and do not morally justify much of the violation that professionals and public officials inflict. Institutions and the roles they create ordinarily cannot mint moral permissions to do what otherwise would be morally prohibited. (shrink)

Descartes' allusions, in the Meditations and the Principles, to the individual moments of duration, has for some years stirred controversy over whether this commits him to a kind of time atomism. The origins of Descartes' way of treating moments as least intervals of duration can be traced back to his early collaboration with Isaac Beeckman. Where Beeckman (in 1618) conceived of moments as (mathematically divisible) physical indivisibles, corresponding to the durations of uniform motions between successive impacts on a body by (...) microscopic particles, Descartes was able to give a mathematical treatment of the problem of fall in which moments were rendered mathematical minima of motion that were necessarily devoid of extension. This achievement, coupled with his innovation of conceiving force as instantaneous tendency to motion, subsequently led him to disdain Beeckman's discretist physics with its extended indivisible moments. Nevertheless, he was not able to eradicate a fundamental tension in his philosophy between force as a quantity of motion, and force as an instantaneous tendency to motion. For by his principles, action, motion, quantity of motion, and indeed existence, all require some minimal interval of duration. This explains his need to refer to moments as least conceivable parts of duration, and this is what has given rise to the impression that he supposed duration to be composed of such parts, contrary to his commitment to continuous creation. (shrink)

What I have tried to do here is to provide a historical example of the interdependence between nature and culture that is one of the themes of this conference. To sum up: Scientific descriptions of the world emerge out of a complex interaction between nature, economic production, and the legal system. “Science” consists of a struggle among scientists, and between scientists and citizens, over what counts as “reality.” Lawmaking, in turn, consists of a struggle between people who want to allocate (...) access to resources for particular purposes, whether for commercial use, recreational use, or “natural” uses. Production, for its part, is a complicated function of technology, the sociology of user groups, the structure of legal entitlements to access, and the availability of resources. Nature, finally, is at any point, to no small degree, the product of past and present human impacts on it — which impacts, in turn, are determined in no small way by the sociology and the legal structure of the market.Each process takes place in continual conversation with all the others. As John Muir put it, “When we try to pick out anything by itself, we find it hitched to everything else in the universe.”45 Historically, resource managers have gotten into trouble when they have unconsciously assumed that such is not the case — yet such, assumptions are powerful because they are made instinctively, unthinkingly, at the level of people's basic understanding of the world and their place in it. Lots of them persist.On the other hand, in a few experimental cases in the United States and Canada where government and users have shared power and responsibility for resources management, including long-range planning for recovery and enhancement, here have been some notable improvements. The strategy goes under the name of “co-management” and involves negotiated agreements for shared decision-making between central authority and local groups. Typically, both government and industry resist such arrangements because they involve restructuring the power relations between different sectors in the industry; the result is that the few experiments in co-management that we have seen in the United States have come in areas, typically fisheries and wildlife, where the resource is in serious crisis and all of the parties to the agreement have had to abandon the positions they held previously.Examples of successful co-management regimes include those among American tribes in the Pacific Northwest, among commercial salmon fishers in Alaska, and in a project to rehabilitate the clam industry in New Jersey. Government employees and local groups share responsibility for gathering scientific data about the resources, for developing plans to manage them, and for enforcing regulations. Successful experiments at co-management seem to generate better scientific data about their resources than traditional management regimes do; they significantly reduce enforcement costs; and they enhance the economic power of the resource users. Most importantly, they nurture among the user groups a sense of control over their own destinies, and a willingness to share both costs and benefits of managing the resources rationally and to develop lasting, stable mechanisms for conflict resolution. The process is both democratic and ecologically rational. The key is to link the day-to-day work of producers to their long-range interests as residents in their communities and as working parts of the ecological systems in which they live.45At a minimum, it is clear that objective certainty about the state of the resources or the likely effect of whatever regulations we do impose is simply not attainable. This is partly because of the important role that random shocks play in the environment (and should play in our thinking about it), and also because of the sheer complexity of the system in which we are embedded. There will always be something that even the most complete model leaves out; and in any event the total system of ecology, production, and management will change every time something changes in any part of it.The policy lesson to be derived from all of this, finally, is that what we ought to sustain when we approach conservation problems is not the size of a particular resource, or even the prosperity of a particular harvesting group, but the long-term health of the interaction between nature, the economy, and the political system. We can recognize that the balance of the system, our attempted insurance against an uncertain future, democracy among user groups, and our moral duty to avoid extinguishing species — all of these things being difficult to quantify — do play integral roles in the conversation between nature and humankind, and perhaps more significant roles than the more objective measures to which we usually look for guidance. We can recognize, as John Muir did, that because everything in the universe is hitched to everything else, every step we take will change the total system in some way. When we make choices, then, we can keep an eye on what kind of conversation we want to have with the rest of Creation and make our choices accordingly. *** DIRECT SUPPORT *** A8402064 00014 *** DIRECT SUPPORT *** A8402064 00015. (shrink)