To consider power as not only the direct physical oppression of others, but as a production of authority through discursive knowledge and a claimed ‘expertise’ of the world, has been one of Foucault’s great legacies to critical work on mental health and illness. As arbiters of the ‘truth’ on what is and what is not mental pathology, I agree with Swerdfager that the privileged knowledge of the mental health professions and the consequential marginalization of other forms of knowledge on distress (...) can be better theorized through an investigation of the power/knowledge nexus. Practically, scholars and researchers can begin to address these... (shrink)

The language of propositional modal logic is extended by the introduction of sequents. Validity of a modal sequent on a frame is defined, and modal sequent-axiomatic classes of frames are introduced. Through the use of modal algebras and general frames, a study of the properties of such classes is begun.

Despite the popularity of equality as a political value, egalitarianism as a political theory has never, I think, been fully or successfully defended. I aim in this paper to begin the defense of such a view. The egalitarianism I have in mind has as its ideal a condition of equal wellbeing for all persons at the highest possible level of well-being, i.e. maximum equal well-being. Egalitarianism holds that society should be arranged so as to promote and maintain this state. Defending (...) such a view involves, as I see it, three tasks. First, the ideal I have Just mentioned must be made clearer and more specific and its implications for the distribution of particular goods such as material possessions and liberty must be revealed. Second, positive arguments must be given in support of an equal distribution of well-being as a requirement of morality and Justice. And, thirdly, arguments to the effect that there are Just or Justified inequalities which seriously outweigh the claims of equality must be rebutted. (shrink)

Do humans start life with the capacity to detect and mentally represent the objects around them? Or is our object knowledge instead derived only as the result of prolonged experience with the external world? Are we simply able to perceive objects by watching their actions in the world, or do we have to act on objects ourselves in order to learn about their behavior? Finally, do we come to know all aspects of objects in the same way, or are some (...) aspects of our object understanding more epistemologically privileged than others? -/- "The Origins of Object Knowledge" presents the most up-to-date survey of the research into how the developing human mind understands the world of objects and their properties. It presents some of the best findings from leading research groups in the field of object representation approached from the perspective of developmental and comparative psychology. Topics covered in the book all address some aspect of what objects are from a psychological perspective; how humans and animals conceive what they are made of; what properties they possess; how we count them and how we categorize them; even how the difference between animate and inanimate objects leads to different expectations. The chapters also cover the variety of methodologies and techniques that must be used to study infants, young children, and non-human primates and the value of combining approaches to discovering what each group knows. -/- Bringing together leading researchers, communicating the most contemporary and exciting findings within the field of object representation, this volume will be an important work in the cognitive sciences, and of interest to those across the fields of developmental and comparative psychology. (shrink)

Descartes contends that he, or his mind, is really distinct from his body. Many philosophers have little patience with this claim. What could be more obvious than that the mind depends on the body? But their impatience often dissolves when they recognize that Descartes only asserts a de re modal statement. To say that one thing is really distinct from another is to say that each can exist apart from the other. But should we grant Descartes this de re modal (...) claim itself?Descartes's argument for the real distinction is based on the assumption that clear and distinct conception provides a reliable guide to possibility. (shrink)

(1985). Teacher education since 1944: Providing the teachers and controlling the providers. British Journal of Educational Studies: Vol. 33, No. 2, pp. 164-172.