The patient we call Danny was a mildly mentally retarded male in his mid-thirties who adamantly refused kidney dialysis when it was offered as the only therapeutic option for his progressive kidney failure. It was uncertain how fully Danny understood the implications of his refusal. To complicate the case still further, several “advocates” emerged to speak on Danny's behalf — each with a somewhat different interpretation of the situation and different sets of value presuppositions and ethical principles to apply to (...) the choice. We chronicle the development of this situation through a series of scenes; and in each scene we also attempt to clarify the ethical and medico-legal issues involved at that point. Danny was finally permitted to make this decision for himself — though more by default than by an agreement by all parties to honor his autonomy. Our hope is that this presentation will lead to further discussion and clarification of these important issues. (shrink)

A long history of research has revealed many neurophysiological changes and concomitant behavioral impacts of sleep deprivation, sleep restriction, and circadian rhythms. Little research, however, has been conducted in the area of computational cognitive modeling to understand the information processing mechanisms through which neurobehavioral factors operate to produce degradations in human performance. Our approach to understanding this relationship is to link predictions of overall cognitive functioning, or alertness, from existing biomathematical models to information processing parameters in a cognitive architecture, leveraging (...) the strengths from each to develop a more comprehensive explanation. The integration of these methodologies is used to account for changes in human performance on a sustained attention task across 88 h of total sleep deprivation. The integrated model captures changes due to time awake and circadian rhythms, and it also provides an account for underlying changes in the cognitive processes that give rise to those effects. The results show the potential for developing mechanistic accounts of how fatigue impacts cognition, and they illustrate the increased explanatory power that is possible by combining theoretical insights from multiple methodologies. (shrink)

The orthodox way of Mass Communication and Journalism education is to letstudents undergo three years of lecture and have their internship on the fourth orlast year of their college life. The process is effective, but there is a faster and a moreeffective way to learn news writing. The phenomenological Approach to writing newswould allow students to learn the rudiments of writing news article through thereverse process of immersion to the field and later expound the phenomena thatthey went through during their (...) exposure in the context of journalistic discipline. The Phenomenological Approach to writing news article is the fastest and mosteffective way to teach students write news article because they would be exposedto the phenomena of identifying the topic to write about, interviewing of sources,weeding out of non-essential details and putting together the information into onecoherent article. Expounding the phenomena that the students went through allowsthe students to absorb journalistic values easily by relating their experience to thetheories of good journalism during the workshop. Keywords: Mass Communication, newswriting, phenomenological approach, journalism,news-writing workshop, news writing internship, descriptive-qualitative design,Philippines. (shrink)

What were Shakespeare's final thoughts on history, tragedy, and comedy? Shakespeare's Last Plays focuses much needed scholarly attention on Shakespeare's "Late Romances." The work--a collection of newly commissioned essays by leading scholars of classical political philosophy and literature--offers careful textual analysis of Pericles, Prince of Tyre, Cymbeline, The Winter's Tale, The Tempest, All is True, and The Two Noble Kinsmen. The essays reveal how Shakespeare's thought in these final works compliments, challenges, fulfills, or transforms previously held conceptions of the playwright (...) and his political-philosophical views. (shrink)

My contention in this article is that in order to construct critical communication knowledge useful for understanding change and affording a productive politics, critical scholars would benefit from an ongoing, serious discussion of the metaphysical assumptions that underlie our work. Conceiving change – understanding its process and how to create humane change – is the axis on which critical work turns. Process thought provides a relevant and useful philosophical context in which to address questions of change. I begin this article, (...) then, with a brief argument to revisit and reconsider process thought in the context of communication scholarship. Next, I offer an overview of Alfred North Whitehead’s speculative and systematic approach, contrasting it with a traditional metaphysics approach. Following is an explication of process in contrast to substance and a discussion of some fundamental tenets that comprise a process theory of reality. A brief analysis of temporality animates the foregoing concepts and points to some implications, in the final section, for conceiving change in critical communication work from a process-oriented perspective. (shrink)

Three‐dimensional (3D) structures have been used to explore the evolution of proteins for decades, yet they have rarely been utilized to study the molecular evolution of peptides. Here, we highlight areas in which 3D structures can be particularly useful for studying the molecular evolution of peptide toxins. Although we focus our discussion on animal toxins, including one of the most widespread disulfide‐rich peptide folds known, the inhibitor cystine knot, our conclusions should be widely applicable to studies of the evolution of (...) disulfide‐constrained peptides. We show that conserved 3D folds can be used to identify evolutionary links and test hypotheses regarding the evolutionary origin of peptides with extremely low sequence identity; construct accurate multiple sequence alignments; and better understand the evolutionary forces that drive the molecular evolution of peptides.Also watch the video abstract. (shrink)

Glenn Langford; Teaching as a Social Practice: a reply to S. B. Brooke-Norris, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 235–24.

As John Henry Newman reflected on 'The Idea of a University' more than a century and a half ago, Bradley C. S. Watson brings together some of the nation's most eminent thinkers on higher education to reflect on the nature and purposes of the American university today. Their mordant reflections paint a picture of the American university in crisis. This book is essential reading for thoughtful citizens, scholars, and educational policymakers.

Resenha do livro de: Gareth B. Matthews. A Filosofia e a Criança.

Glenn Langford; Teaching as a Social Practice: a reply to S. B. Brooke-Norris, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 235–24.

Digital medicine is a medical treatment that combines technology with drug delivery. The promises of this combination are continuous and remote monitoring, better disease management, self-tracking, self-management of diseases, and improved treatment adherence. These devices pose ethical challenges for patients, providers, and the social practice of medicine. For patients, having both informed consent and a user agreement raises questions of understanding for autonomy and informed consent, therapeutic misconception, external influences on decision making, confidentiality and privacy, and device dependability. For providers, (...) digital medicine changes the relationship where trust can be verified, clinicians can be monitored, expectations must be managed, and new liability risks may be assumed. Other ethical questions include direct third-party monitoring of health treatment, affordability, and planning for adverse events in the case of device malfunction. This article seeks to lay out the ethical landscape for the implementation of such devices in patient care. (shrink)

Hull et al.'s analysis of operant behavior in terms of interaction and replication does not seem consistent with a genuine selection model. The putative replicators do not replicate, and the overall process is more reminiscent of directed mutation than of natural selection. General analogies between natural selection and operant reinforcement are too superficial to be of much scientific use.

Formalised knowledge systems, including universities and research institutes, are important for contemporary societies. They are, however, also arguably failing humanity when their impact is measured against the level of progress being made in stimulating the societal changes needed to address challenges like climate change. In this research we used a novel futures-oriented and participatory approach that asked what future envisioned knowledge systems might need to look like and how we might get there. Findings suggest that envisioned future systems will need (...) to be much more collaborative, open, diverse, egalitarian, and able to work with values and systemic issues. They will also need to go beyond producing knowledge about our world to generating wisdom about how to act within it. To get to envisioned systems we will need to rapidly scale methodological innovations, connect innovators, and creatively accelerate learning about working with intractable challenges. We will also need to create new funding schemes, a global knowledge commons, and challenge deeply held assumptions. To genuinely be a creative force in supporting longevity of human and non-human life on our planet, the shift in knowledge systems will probably need to be at the scale of the enlightenment and speed of the scientific and technological revolution accompanying the second World War. This will require bold and strategic action from governments, scientists, civic society and sustained transformational intent. (shrink)

This paper reports the results of a four year study to measure the effect of a Business and Society course on the ethical judgment of students. The research involves a matched pre/post survey with control design, with the Business and Society course functioning as the treatment variable. The subjects were undergraduate and graduate (M.B.A.) business students (n=460). The answer to the question posed by the title of this paper is yes, in a more ethical direction.

When considering the value of friendship, most philosophers ignore the negatives. Most assume that humans need friends to flourish, and some argue that friendships can be good, no matter the risks entailed. This makes conversations about the value of friendship one-sided. Here, I argue that Cynics and Pessimists have an important view on friendship, despite it being ignored. They hold that: (a) friendship is unnecessary for flourishing, and (b) friendship presents ethical risks, especially to one’s own self-sufficiency. I defend these (...) views. Then I conclude with reflections on why Cynics and Pessimists actually make great friends. By helping people to focus on vulgar human nature and the flaws that humans have, they create an unpretentious basis for friendship. (shrink)

THE ART OF CAUSAL CONJECTURE Glenn Shafer Table of Contents Chapter 1. Introduction........................................................................................ ...........1 1.1. Probability Trees..........................................................................................3 1.2. Many Observers, Many Stances, Many Natures..........................................8 1.3. Causal Relations as Relations in Nature’s Tree...........................................9 1.4. Evidence............................................................................................ ...........13 1.5. Measuring the Average Effect of a Cause....................................................17 1.6. Causal Diagrams..........................................................................................20 1.7. Humean Events............................................................................................23 1.8. Three Levels of Causal Language................................................................27 1.9. An Outline of the Book................................................................................27 Chapter 2. Event Trees............................................................................................... .....31 2.1. Situations and Events...................................................................................32 2.2. The Ordering of Situations and Moivrean Events.......................................35 2.3. Cuts................................................................................................ ..............39 2.4. Humean Events............................................................................................43 (...) 2.5. Moivrean Variables......................................................................................49 2.6. Humean Variables........................................................................................53 2.7. Event Trees for Stochastic Processes...........................................................54 2.8. Timing in Event Trees.................................................................................56 2.9. Intersecting Event Trees...............................................................................60 2.10. Notes on the Literature...............................................................................61 Chapter 3. Probability Trees...........................................................................................63 3.1. Some Types of Probability Trees.................................................................64 ii 3.2. Axioms for the Probabilities of Moivrean Events.......................................68 3.3. Zero Probabilities....................................................................................... ..70 3.4. A Sample-Space Analysis of the Event-Tree Axioms.................................72 3.5. Probabilities and Expected Values for Variables.........................................74 3.6. Martingales......................................................................................... .........79 3.7. The Expectation of a Variable in a Cut........................................................83 3.8. Conditional Expected Value and Conditional Expectation.........................87 Chapter 4. The Meaning of Probability...........................................................................91 4.1. The Interpretation of Expected Value..........................................................92 4.2. The Interpretation of Expectation................................................................95 4.3. The Long Run..............................................................................................98 4.4. Changes in Belief.........................................................................................101 4.5. The Empirical Validation of Probability......................................................106 4.6. The Diversity of Uses of Probability...........................................................108 4.7. Notes on the Literature.................................................................................110 Chapter 5. Independent Events.......................................................................................113 5.1. Independence........................................................................................ .......114 5.2. Weak Independence.....................................................................................118 5.3. The Principle of the Common Cause...........................................................121 5.4. Conditional Independence............................................................................128 5.5. Notes on the Literature.................................................................................133 Chapter 6. Events Tracking Events.................................................................................135 6.1. Tracking............................................................................................ ...........137 6.2. Tracking and Conditional Independence.....................................................142 6.3. Stochastic Subsequence...............................................................................143 6.4. Singular Diagrams for Stochastic Subsequence...........................................147 6.5. Conjunctive and Interactive Forks...............................................................149 Chapter 7. Events as Signs of Events..............................................................................153 iii 7.1. Sign................................................................................................ ..............154 7.2. Weak Sign................................................................................................ ....159 7.3. The Ethics of Causal Talk............................................................................160 7.4. Screening Off...............................................................................................16 2 Chapter 8. Independent Variables...................................................................................167 8.1. Unconditional Independence........................................................................170 8.2. Conditional Independence............................................................................175 8.3. Independence for Partitions.........................................................................177 8.4. Independence for Families of Variables......................................................182 8.5. Individual Properties of the Independence Relations...................................186 Chapter 9. Variables Tracking Variables........................................................................189 9.1. Tracking and Conditional Independence: A Summary...............................190 9.2. Strong Tracking............................................................................................ 192 9.3. Strong Tracking and Conditional Independence..........................................198 9.4. Stochastic Subsequence...............................................................................201 9.5. Functional Dependence................................................................................203 9.6. Tracking in Mean.........................................................................................204 9.7. Linear Tracking............................................................................................ 207 9.8. Tracking by Partitions..................................................................................210 9.9. Tracking by Families of Variables...............................................................212 Chapter 10. Variables as Signs of Variables...................................................................215 10.1. Sign................................................................................................ ............219 10.2. Linear Sign................................................................................................ .222 10.3. Scored Sign................................................................................................ 225 10.4. Families of Variables.................................................................................227 Chapter 11. AnTheory of Event Trees.............................................................229 11.1. Event Trees as Sets of Sets........................................................................230 11.2. Event Trees as Partially Ordered Sets........................................................232 iv 11.3. Regular Event Trees...................................................................................240 11.4. The Resolution of Moivrean Variables......................................................244 11.5. Humean Events and Variables...................................................................246 Chapter 12. Martingale Trees..........................................................................................247 12.1. Examples of Decision Trees......................................................................249 12.2. The Meaning of Probability in a Decision Tree.........................................253 12.3. Martingales......................................................................................... .......257 12.4. The Structure of Martingale Trees.............................................................261 12.5. Probability and Causality...........................................................................265 12.6. Lower and Upper Probability.....................................................................269 12.7. The Law of Large Numbers.......................................................................272 12.8. Notes on the Literature...............................................................................274 Chapter 13. Refining............................................................................................ ...........275 13.1. Examples of Refinement............................................................................277 13.2. A Constructive Definition of Finite Refinement.......................................281 13.3. Axioms for Refinement..............................................................................282 13.4. Lifting Moivrean Events and Variables.....................................................288 13.5. Refining Martingale Trees.........................................................................288 13.6. Grounding........................................................................................... .......294 Chapter 14. Principles of Causal Conjecture..................................................................299 14.1. The Diversity of Causal Explanation.........................................................302 14.2. The Mean Effect of the Happening of a Moivrean Event..........................305 14.3. The Effect of a Humean Variable..............................................................311 14.4. Attribution and Generality.........................................................................316 14.5. The Statistical Measurement of the Effect of a Cause...............................319 14.6. Measurement by Experiment.....................................................................320 14.7. Using Our Knowledge of How Things Work............................................322 v 14.8. Sampling Error...........................................................................................329 14.9. The Sampling Frame..................................................................................329 14.10. Notes on the Literature.............................................................................330 Chapter 15. Causal Models.............................................................................................3 31 15.1. The Causal Interpretation of Statistical Prediction....................................333 15.2. Generalizing to a Family of Exogenous Variables....................................337 15.3 Some Joint Causal Diagrams......................................................................339 15.4. Causal Path Diagrams................................................................................342 15.5. Causal Relevance Diagrams.......................................................................346 15.6. The Meaning of Latent Variables..............................................................352 15.7. Notes on the Literature...............................................................................357 Chapter 16. Representing Probability Trees...................................................................359 16.1. Three Graphical Representations...............................................................361 16.2. Skeletal Simplifications.............................................................................368 16.3. Martingale Trees in Type Theory...............................................................371 Appendix A. Huygens’s Probability Trees.....................................................................379 Huygens’s Manuscript in Translation..................................................................380 Appendix B. Some Elements of Graph Theory..............................................................385 B1. Undirected Graphs........................................................................................385 B2. Directed Graphs............................................................................................38 6 Appendix C. Some Elements of Order Theory...............................................................393 C1. Partial and Quasi Orderings.........................................................................393 C2. Singular and Joint Diagrams for Binary Relations.......................................394 C3. Lattices............................................................................................ .............395 C4. The Lattice of Partitions of a Set..................................................................396 Appendix D. The Sample-Space Framework for Probability.........................................399 D1. Probability Measures....................................................................................399 D2. Variables........................................................................................... ...........400 vi D3. Families of Variables...................................................................................401 D4. Expected Value............................................................................................402 D5. The Law of Large Numbers.........................................................................405 D6. Conditional Probability................................................................................406 D7. Conditional Expected Value........................................................................407 Appendix E. Prediction in Probability Spaces................................................................409 E1. Conditional Distribution...............................................................................411 E2. Regression on a Single Variable...................................................................412 E3. Regression on a Partition or a Family of Variables......................................415 E4. Linear Regression on a Single Variable.......................................................418 E5. Linear Regression on a Family of Variables................................................422 Appendix F. Sample-Space Concepts of Independence.................................................425 F1. Overview............................................................................................ ...........426 F2. Independence Proper.....................................................................................432 F3. Unpredictability in Mean..............................................................................434 F4. Simple Uncorrelatedness..............................................................................437 F5. Mixed Uncorrelatedness...............................................................................438 F6. Partial Uncorrelatedness...............................................................................440 F7. Independence for Partitions..........................................................................442 F8. Independence for Families of Variables.......................................................445 F9. The Basic Role of Uncorrelatedness.............................................................448 F10. Dawid’s Axioms.........................................................................................449 Appendix G. Prediction Diagrams..................................................................................453 G1. Path Diagrams............................................................................................ ..454 G2. Generalized Path Diagrams..........................................................................462 G3. Relevance Diagrams.....................................................................................466 G4. Bubbled Relevance Diagrams......................................................................475 Appendix H. Abstract Stochastic Processes...................................................................479 vii H1. Probability Conditionals and Probability Distributions...............................477 H2. Abstract Stochastic Processes......................................................................479 H3. Embedding Variables and Processes in a Sample Space.............................480 References.......................................................................................... ..............................491. (shrink)

The Man Who Tapped the Secrets of the Universe (1946) by Glenn Clark is a work of biography and philosophy, exploring the life and ideas of the versatile artist, writer, and philosopher Walter Russell. New Thought writer and professor Glenn Clark (b. 1882, d. 1956) was a fervent believer in the power of prayer and the Light of God to reveal the secrets of the universe. As he explains in Chapter One: We Go Seeking, he had been searching (...) "...for a man who has discovered the universal law which lies back of the Sermon on the Mount, and who consciously uses that law with full awareness of its meaning, and full obedience to its principles." He believed that he had found that man in Walter Russell. Walter Russell (b. 1871, d. 1963) was a man who seemed preternaturally adept at everything he wished to try. After being removed from school at the age of nine and sent to work at a dry goods store, he worked a number of low-paying jobs. But he had "absolute faith...that anything can come to one who trusts to the unlimited help of the Universal Intelligence that is within so long as one works within the law and always gives more to others than they expect, and does it cheerfully and courteously." Throughout his life, he found success as a musician, painter, sculptor, writer, ice skater, philosopher, and lecturer. He was commissioned to sculpt a 28-figure Mark Twain Memorial just a few years after he began sculpting. And in 1943, President Franklin D. Roosevelt asked him to sculpt the Four Freedoms Monument. He designed several buildings in New York City and invented the cooperative ownership model (aka the co-op). And most of these pursuits were undertaken with no formal education. By the time Clark met with Russell, he had achieved success in his artistic, literary, architectural, physical, and even scientific pursuits. So when Clark was searching for a man who knew the secrets of the universe and was referred to Russell on more than one occasion, he knew that he had to meet him. Large portions of the book, particularly in the chapters We Meet the Man, We Meet the Man of Action, and The Five Laws of Success, are presented as an interview with Russell, giving us insight into his beliefs straight from the source. "Every successful man or great genius has three particular qualities in common," he says. "The most conspicuous of these is that they all produce a prodigious amount of work. The second is that they never know fatigue. And the third is that their minds grow more brilliant as they grow older, instead of less brilliant. Great men's lives begin at forty, where the mediocre man's life ends. The genius remains an ever-flowing fountain of creative achievement until the very last breath he draws." At the heart of Russell's philosophy is a belief that every man "has consummate genius within him. Some appear to have it more than others only because they are aware of it more than others are, and the awareness or unawareness of it is what makes each one of them into masters or holds them down to mediocrity..." To know that we have genius inside of us, and to have absolute faith in our inner voice and in the Universe, is to unlock that genius. Through the story of Russell's brilliant life and his Five Personal Laws of Success (humility, reverence, inspiration, deep purpose, and joy), the reader gets a plain-language example of genius-in-action. He demonstrated his great energy, lack of fatigue, and "ever-flowing fountain" of genius throughout his long life, maintaining his creativity until his death in 1963 at the age of 92. (shrink)

Lang, B. Philosophy and the manners of art.--Hofstadter, A. Freedom, enownment, and philosophy.--Mehta, J. L. A stranger from Asia.--Fox, D. A. A passage past India.--Rucker, D. Philosophy and the constitution of Emerson's world.--Schneider, H. W. The pragmatic movement in historical perspective.--Barnes, H. E. Reflections on myth and magic.--Cauvel, J. The imperious presence of theater.--Seay, A. Musical conservatism in the fourteenth century.--Hochman, W. R. The enduring fascination of war.--Davenport, M. M. J. Glenn Gray and the promise of wisdom.

This paper does two things. First, it interprets the work of W. E. B. Du Bois to reveal that the meanings of race terms are grounded by both a historical and an aspirational component. Race terms refer to a backward-looking component that traces the history of the group to its present time, as well as a forward-looking component that sets out values and goals for the group. Race terms thus refer to a complex cluster of concepts that involve biological, sociological, (...) historical, moral, and political properties. Second, the paper defends W. E. B. Du Bois’s conservationist thesis about races, which holds that we should maintain race talk and racial distinctions. But instead of offering philosophical evidence, this paper defends the plausibility of the conservationist thesis with evidence from contemporary biology and psychology. It argues that, instead of eliminating race terms or concepts, we should conserve and revise them. (shrink)

2. The equal status mentioned in Thesis 2 need not mean, "equally concrete" or "inclusive," but only, "equally real," where "real" means having a character of its own with reference to which opinions can be true or false. But becoming or process is alone fully concrete or inclusive, since if A is without becoming, and B becomes, then the togetherness of AB also becomes. A new constituent means a new totality. In this sense, becoming is the ultimate principle.

This study explores the impact of B Corp certification and its associated impact assessment on four case studies of small and medium-sized Brazilian companies certified as B Corps. The results reveal that although all companies had achieved high scores in the certification assessment, awarded on the basis of existing performance, they did not subsequently develop road maps for the future to improve their scores in the way which the B Corp Impact Assessment process endorses as one of the benefits of (...) certification. Their incremental changes are discussed in the light of the main motivations and expectations of these companies’ founders with regard to the certification. A central role of the B Corp certification for this group of companies was to improve their external reputation with investors, clients and consumers. They were not strongly driven to reshape internal processes in ways which would advance their scores in the impact assessment and which would tackle complex problems of corporate governance. Our findings contribute to enriching the discussion of stakeholder engagement and corporate governance in hybrid organizations and contribute to the emerging agenda on studying change over time in B Corps. (shrink)

This study explores the impact of B Corp certification and its associated impact assessment on four case studies of small and medium-sized Brazilian companies certified as B Corps. The results reveal that although all companies had achieved high scores in the certification assessment, awarded on the basis of existing performance, they did not subsequently develop road maps for the future to improve their scores in the way which the B Corp Impact Assessment process endorses as one of the benefits of (...) certification. Their incremental changes are discussed in the light of the main motivations and expectations of these companies’ founders with regard to the certification. A central role of the B Corp certification for this group of companies was to improve their external reputation with investors, clients and consumers. They were not strongly driven to reshape internal processes in ways which would advance their scores in the impact assessment and which would tackle complex problems of corporate governance. Our findings contribute to enriching the discussion of stakeholder engagement and corporate governance in hybrid organizations and contribute to the emerging agenda on studying change over time in B Corps. (shrink)

Although music is universal, there is a great deal of cultural variability in music structures. Nevertheless, some aspects of music processing generalize across cultures, whereas others rely heavily on the listening environment. Here, we discuss the development of musical knowledge, focusing on four themes: (a) capabilities that are present early in development; (b) culture-general and culture-specific aspects of pitch and rhythm processing; (c) age-related changes in pitch perception; and (d) developmental changes in how listeners perceive emotion in music.

On the basis of the characterization of autonomy set out by Beauchamp and Childress in Principles of Biomedical Ethics, we first explore some of the parameters along which autonomy may vary in degree through a series of hypothetical examples drawn from various settings; and, second and in more detail, we examine how the range of autonomy is affected through informed consent to various medical diagnostic tests. Our conclusions are (1) that there are significant implications for patient autonomy inherent in new (...) and forthcoming diagnostic modalities, and (2) that attention should be paid to these implications in formulating policies for both clinical practice and research. We close with (a) some specific policy recommendations for clinical practice and research, and (b) some metaphysical speculations raised by our explorations. (shrink)

Locke & Bogin (L&B) propose that humans are unique in possessing stages of childhood and adolescence. Arguments to the contrary include evidence for a similar and adaptive juvenile period in simians of slow growth, intense play and learning, and provisioning with solid food by adults. Likewise, simians as well as humans undergo a compensatory growth spurt during puberty.

Aristotle's doctrine of the four causes--formal, final, efficient and material--is famous. But Posterior Analytics B 11 lists "if certain things hold, it is necessary that this does" in place of a standard expression for the material cause. This cause has been dubbed the grounding cause. It has interested scholars since the Greek commentators, who simply assumed that Aristotle meant the material cause. This traditional thesis has been challenged by two views: first, that the grounding cause is a special type of (...) material cause ; second, that it is no material cause at all . ;I set out two arguments for the traditional thesis and consider nine objections to it. Since most of these objections, which constitute the support for the revisionist thesis, can be answered, I reject the revisionist thesis. But in my treatment of one objection it also becomes clear that the traditional thesis is mistaken. The grounding cause is a necessitating cause, yet in Physics B 9 Aristotle makes it clear that many material causes are not necessitating causes. Thus, some form of the modified traditional thesis is true. ;But which form? D. M. Balme suggests that Aristotle means to include only mathematical causes because hypothetical necessity covers all of the relation between matter and product in things which come to be. But Aristotle seems to accept necessitating material causes in several passages in the biological works. In other passages he seems to adopt the position Balme attributes to him. I argue that he does not actually adopt this position, and that he does accept simple necessity in some things which come to be. Thus, the grounding cause is a necessitating material cause, and such causes are found not only in mathematics, but also among things which come to be. (shrink)

István Hargittai: Judging Edward Teller: A closer look at one of the most influential scientists of the twentieth century Content Type Journal Article Category Book Review Pages 1-3 DOI 10.1007/s10698-011-9133-x Authors George B. Kauffman, Department of Chemistry, California State University, Fresno, Fresno, CA 93740-8034, USA Journal Foundations of Chemistry Online ISSN 1572-8463 Print ISSN 1386-4238.