Results for 'Henning Gibbons'

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  1.  30
    Evaluative Priming From Subliminal Emotional Words: Insights From Event-Related Potentials and Individual Differences Related to Anxiety.Henning Gibbons - 2009 - Consciousness and Cognition 18 (2):383-400.
    The present ERP study investigated effects of subliminal emotional words on preference judgments about subsequent visual target stimuli . Each target was preceded by a masked 17-ms emotional adjective. Four classes of prime words were distinguished according to the combinations of positive/negative valence and high/low arousal. Targets were liked significantly more after positive-arousing primes , relative to negative-arousing , positive-nonarousing , and negative-nonarousing primes . In the target ERP, amplitude of right-hemisphere positive slow wave was increased after positive-arousing compared to (...)
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  2.  13
    Assessing and Correcting for Regression Toward the Mean in Deviance-Induced Social Conformity.Robert Schnuerch, Martin Schnuerch & Henning Gibbons - 2015 - Frontiers in Psychology 6.
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  3.  77
    The Norm of Belief.John Gibbons - 2013 - Oxford University Press.
    John Gibbons presents an original account of epistemic normativity. Belief seems to come with a built-in set of standards or norms. One task is to say where these standards come from. But the more basic task is to say what those standards are. In some sense, beliefs are supposed to be true. Perhaps they’re supposed to constitute knowledge. And in some sense, they really ought to be reasonable. Which, if any of these is the fundamental norm of belief? The (...)
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  4.  83
    The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies.Michael Gibbons (ed.) - 1994 - Sage Publications.
    As we approach the end of the twentieth century, the ways in which knowledge--scientific, social, and cultural--is produced are undergoing fundamental changes. In The New Production of Knowledge, a distinguished group of authors analyze these changes as marking the transition from established institutions, disciplines, practices, and policies to a new mode of knowledge production. Identifying such elements as reflexivity, transdisciplinarity, and heterogeneity within this new mode, the authors consider their impact and interplay with the role of knowledge in social relations. (...)
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  5. Things That Make Things Reasonable.John Gibbons - 2010 - Philosophy and Phenomenological Research 81 (2):335-361.
    One fairly common view about practical reason has it that whether you have a reason to act is not determined by what you know, or believe, or are justified in believing. Your reasons are determined by the facts. Perhaps there are two kinds of reasons, and however it goes with motivating reasons, normative reasons are determined by the facts, not your take on the facts. One fairly common version of this view has it that what's reasonable for you to do (...)
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  6. Externalism and Knowledge of Content.John Gibbons - 1996 - Philosophical Review 105 (3):287.
    If the contents of our thoughts are partly determined by facts outside our heads, can we still know those contents directly, without investigating our environment? What if we were surreptitiously switched to Twin-Earth? Would we know the contents of our thoughts under these unusual circumstances? By looking carefully at what determines the content of a second-order thought, a candidate for self-knowledge, the paper argues that we can know the contents of our thoughts directly, even after being switched. Learning about the (...)
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  7.  30
    Political Disagreement and Minimal Epistocracy.Adam F. Gibbons - 2021 - Journal of Ethics and Social Philosophy 19 (2).
    Despite their many virtues, democracies suffer from well-known problems with high levels of voter ignorance. Such ignorance, one might think, leads democracies to occasionally produce bad outcomes. Proponents of epistocracy claim that allocating comparatively greater amounts of political power to citizens who possess more politically relevant knowledge may help us to mitigate the bad effects of voter ignorance. An important challenge to epistocracy rejects the claim that we can reliably identify a subset of citizens who possess more politically relevant knowledge (...)
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  8. Access Externalism.John Gibbons - 2006 - Mind 115 (457):19-39.
    This paper argues for externalism about justification on the basis of thought experiments. I present cases in which two individuals are intrinsically and introspectively indistinguishable and in which intuitively, one is justified in believing that p while the other is not. I also examine an argument for internalism based on the ideas that we have privileged access to whether or not our own beliefs are justified and that only internalism is compatible with this privilege. I isolate what I take to (...)
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  9. Gibbons on Epistemic Internalism.Andrew Moon - 2010 - Mind 119 (473):143-151.
    John Gibbons (2006) has argued against epistemic internalism on the basis of thought experiments. I argue that Gibbons’s thought experiments fail to support his argument.
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  10. Mental Causation Without Downward Causation.John Gibbons - 2006 - Philosophical Review 115 (1):79-103.
    The problem of downward causation is that an intuitive response to an intuitive picture leads to counterintuitive results. Suppose a mental event, m1, causes another mental event, m2. Unless the mental and the physical are completely independent, there will be a physical event in your brain or your body or the physical world as a whole that underlies this event. The mental event occurs at least partly in virtue of the physical event’s occurring. And the same goes for m2 [2] (...)
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  11. Knowledge in Action.John Gibbons - 2001 - Philosophy and Phenomenological Research 62 (3):579-600.
    This paper argues that the role of knowledge in the explanation and production of intentional action is as indispensable as the roles of belief and desire. If we are interested in explaining intentional actions rather than intentions or attempts, we need to make reference to more than the agent’s beliefs and desires. It is easy to see how the truth of your beliefs, or perhaps, facts about a setting will be involved in the explanation of an action. If you believe (...)
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  12. Kant's Theory of Imagination: Bridging Gaps in Judgement and Experience.Sarah L. Gibbons - 1994 - Oxford University Press.
    This book departs from much of the scholarship on Kant by demonstrating the centrality of imagination to Kant's philosophy as a whole. In Kant's works, human experience is simultaneously passive and active, thought and sensed, free and unfree: these dualisms are often thought of as unfortunate byproducts of his system. Gibbons, however, shows that imagination performs a vital function in "bridging gaps" between the different elements of cognition and experience. Thus, the role imagination plays in Kant's works expresses his (...)
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  13.  18
    Like a Stone: A Happy Death and the Search for Knowledge.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (11):1092-1103.
    This article explores the story of ‘the other Mersault’ whose narrative is published in the posthumous and arguably incomplete work A happy death. That this work is incomplete and that it appears to be a precursor to The outsider, has arguably limited scholarly analysis of its character and plot. However, the themes that are explored in A happy death are significant in their distinction to those themes that are experienced by the other, younger, Meursault. In A happy death the world (...)
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  14. Missing the Obvious: Reply to Moon.J. Gibbons - 2010 - Mind 119 (473):153-158.
    In Gibbons 2006, I presented a counterexample to epistemic internalism, the view that justification supervenes on the internal. Andrew Moon has replied to this paper, asking what generates the intuition behind the counterexample. In this note, I try to answer that question.
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  15. Seeing What You're Doing.John Gibbons - 2010 - In T. Szabo Gendler & J. Hawthorne (eds.), Oxford Studies in Epistemology. Oxford University Press.
    We have some kind of privileged access to our own intentional actions. At least typically, if we're doing it on purpose, we know what we're doing. This privilege consists in the fact that the facts in virtue of which you're intentionally acting are not independent of the facts in virtue of which you're in a position to know what you're doing. An explanation of this privilege is an explanation of the relevant sort of nonindependence. In this paper, I try to (...)
     
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  16. Identity Without Supervenience.John Gibbons - 1993 - Philosophical Studies 70 (1):59-79.
  17.  5
    Bringing Wreck.Tempest Henning - forthcoming - Symposion. Theoretical and Applied Inquiries in Philosophy and Social Sciences.
    Tempest Henning ABSTRACT: This paper critically examines non-adversarial feminist argumentation model specifically within the scope of politeness norms and cultural communicative practices. Asserting women typically have a particular mode of arguing which is often seen as ‘weak’ or docile within male dominated fields, the model argues that the feminine mode of arguing is actually more...
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  18. You Gotta Do What You Gotta Do.John Gibbons - 2009 - Noûs 43 (1):157-177.
    One question about the role of the mental in the determination of practical reason concerns the pro-attitudes: can any set of beliefs, without the help of a desire, rationalize or make reasonable a desire, intention, attempt, or intentional action? After criticizing Michael Smith’s argument for a negative answer to this question, I present two arguments in favor of a positive answer. Another question about the role of the mental in the determination of practical reason concerns belief: what gives you a (...)
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  19. Reason in Action.John Gibbons - 2009 - In Lucy O'Brien & Matthew Soteriou (eds.), Mental Actions. Oxford University Press. pp. 72.
    There is a problem with a very common theory of the nature of action. The problem stems from the fact that causation by practical reasons may be a necessary condition for being an intentional action, but it can’t be a sufficient condition. After all, desires and intentions are caused by practical reasons that rationalize them, but they’re clearly not actions. Even if all actions are events or changes and desires and intentions aren’t, the acquistion of a desire or an intention (...)
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  20.  10
    Beyond Education: Meursault and Being Ordinary.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (11):1104-1115.
    The infamous story of a young office clerk called Meursault has long entertained literary critics, scholars, musicians, artists and school teachers for the light and shadow that it reveals around and on the human condition. His character has been lauded as existential hero and rebuked as lacking agency. In this article, his story, in Camus’ The outsider, is explored as an educational challenge to a society to reflect on the territory it occupies, and the ways in which the sociopolitical machinery (...)
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  21. From Choice to Chance? Saving People, Fairness, and Lotteries.Tim Henning - 2015 - Philosophical Review 124 (2):169-206.
    Many authors in ethics, economics, and political science endorse the Lottery Requirement, that is, the following thesis: where different parties have equal moral claims to one indivisible good, it is morally obligatory to let a fair lottery decide which party is to receive the good. This article defends skepticism about the Lottery Requirement. It distinguishes three broad strategies of defending such a requirement: the surrogate satisfaction account, the procedural account, and the ideal consent account, and argues that none of these (...)
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  22. Science as a Commodity: Threats to the Open Community of Scholars.Michael Gibbons & Björn Wittrock (eds.) - 1985 - Longman.
     
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  23.  38
    Beyond Mechanism: Putting Life Back Into Biology.Brian G. Henning & Adam Scarfe - 2013 - Lexington Books.
    It has been said that new discoveries and developments in the human, social, and natural sciences hang “in the air” (Bowler, 1983; 2008) prior to their consummation. While neo-Darwinist biology has been powerfully served by its mechanistic metaphysic and a reductionist methodology in which living organisms are considered machines, many of the chapters in this volume place this paradigm into question. Pairing scientists and philosophers together, this volume explores what might be termed “the New Frontiers” of biology, namely contemporary areas (...)
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  24.  11
    The Teaching of Tragedy: Narrative and Education.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (11):1150-1161.
    The plague narrates the stories of a group of men whose lives interconnect around the experience of exile during the event of a plague. This article selects and summarizes themes from each of their stories. The purpose of these selections is to present an interpretation of Camus’ narratives that can be juxtaposed to an analysis, overleaf, of the educational nature of narratives, and in particular of the event of the tragedy. This article then maps out the narrative of the town (...)
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  25.  9
    Tragedy and Teaching: The Education of Narrative.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (11):1162-1174.
    This is the second of two articles that are connected in a reading of The plague by Albert Camus. The other article is a determined narration of the events of a tragedy that befalls a city on the coast of Algeria. That article resists analysis beyond the decisions that are made regarding text to use, and of course interpretations to make. This article is juxtaposed to the first, with the intention of taking key themes of education and narration and considering (...)
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  26.  46
    The Fading Affect Bias Across Alcohol Consumption Frequency for Alcohol-Related and Non-Alcohol-Related Events.Jeffrey A. Gibbons, Angela Toscano, Stephanie Kofron, Christine Rothwell, Sherman A. Lee, Timothy D. Ritchie & W. Richard Walker - 2013 - Consciousness and Cognition 22 (4):1340-1351.
  27.  50
    Reassessing Discovery: Rosalind Franklin, Scientific Visualization, and the Structure of DNA.Michelle G. Gibbons - 2012 - Philosophy of Science 79 (1):63-80.
  28. Qualia: They’Re Not What They Seem.John Gibbons - 2005 - Philosophical Studies 126 (3):397-428.
    Whether or not qualia are ways things seem, the view that qualia have the properties typically attributed to them is unjustified. Ways things seem do not have many of the properties commonly attributed to them. For example, inverted ways things seem are impossible. If ways things seem do not have the features commonly attributed to them, and qualia do have those same features, this looks like good reason to distinguish the two. But if your reasons for believing that qualia have (...)
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  29. Kant's Theory of Imagination.Sarah Gibbons, Paul Guyer, Dieter Henrich, Thomas E. Hill & Marshall Farrier - 1996 - Philosophical Quarterly 46 (183):226-237.
     
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  30.  9
    The Fading Affect Bias Shows Healthy Coping at the General Level, but Not the Specific Level for Religious Variables Across Religious and Non-Religious Events.Jeffrey A. Gibbons, Jennifer K. Hartzler, Andrew W. Hartzler, Sherman A. Lee & W. Richard Walker - 2015 - Consciousness and Cognition 36:265-276.
  31.  12
    The Flatness of Historicity.Henning Trüper - 2019 - History and Theory 58 (1):23-49.
  32. Language and the Law.John Gibbons (ed.) - 1994 - Longman.
  33. Externalism and Knowledge of the Attitudes.John Gibbons - 2001 - Philosophical Quarterly 51 (202):13-28.
    Knowledge of your own propositional attitudes requires at least two things. You need to know the content of the relevant mental state, and you need to know what attitude you take towards that content. If it is possible to mistake a wish for a belief, this is a mistake about the attitude, not the content. One need not believe that we are generally infallible about our mental states to hold that, typically, when I sincerely say..
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  34.  88
    Introduction: `Mode 2' Revisited: The New Production of Knowledge. [REVIEW]Helga Nowotny, Peter Scott & Michael Gibbons - 2003 - Minerva 41 (3):179-194.
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  35. Normative Reasons Contextualism.Tim Henning - 2014 - Philosophy and Phenomenological Research 88 (3):593-624.
    This article argues for the view that statements about normative reasons are context-sensitive. Specifically, they are sensitive to a contextual parameter specifying a relevant person's or group's body of information. The argument for normative reasons contextualism starts from the context-sensitivity of the normative “ought” and the further premise that reasons must be aligned with oughts. It is incoherent, I maintain, to suppose that someone normatively ought to φ but has most reason not to φ. So given that oughts depend on (...)
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  36.  1
    Turning the Page on Pen-and-Paper Questionnaires: Combining Ecological Momentary Assessment and Computer Adaptive Testing to Transform Psychological Assessment in the 21st Century.Chris J. Gibbons - 2017 - Frontiers in Psychology 7.
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  37. Organic Agriculture and the Conventionalization Hypothesis: A Case Study From West Germany. [REVIEW]Henning Best - 2008 - Agriculture and Human Values 25 (1):95-106.
    The recent growth in organic farming has given rise to the so-called “conventionalization hypothesis,” the idea that organic farming is becoming a slightly modified model of conventional agriculture. Using survey data collected from 973 organic farmers in three German regions during the spring of 2004, some implications of the conventionalization hypothesis are tested. Early and late adopters of organic farming are compared concerning farm structure, environmental concern, attitudes to organic farming, and membership in organic-movement organizations. The results indicate that organic (...)
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  38.  2
    Politischer Kosmopolitismus. Praktikabilität, Verantwortung, Menschenrechte.Henning Hahn - 2017 - De Gruyter.
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  39.  11
    Pictures, Preparations, and Living Processes: The Production of Immediate Visual Perception in Late-19th-Century Physiology.Henning Schmidgen - 2004 - Journal of the History of Biology 37 (3):477-513.
    This paper addresses the visual culture of late-19th-century experimental physiology. Taking the case of Johann Nepomuk Czermak as a key example, it argues that images played a crucial role in acquiring experimental physiological skills. Czermak, Emil Du Bois-Reymond and other late-19th-century physiologists sought to present the achievements and perspective of their discipline by way of "immediate visual perception." However, the images they produced and presented for this purpose were strongly mediated. By means of specifically designed instruments, such as the "cardioscope," (...)
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  40.  30
    The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis?Andrew Gibbons - 2007 - Educational Philosophy and Theory 39 (3):300–311.
    This paper critically engages with the theme of ‘process over product’—a theme that is argued to be increasingly problematised as an influential narrative in the construction and transmission of a philosophy of early education. The importance of producing children of ‘competence’ through appropriate educational processes is associated with assumptions regarding what counts as an appropriate educational journey for children before they reach school age. Drawing upon the work of Michel Foucault, and Jean‐François Lyotard, this paper considers the purpose and tensions (...)
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  41.  20
    Pictures, Preparations, and Living Processes: The Production of Immediate Visual Perception (Anschauung) in Late-19th-Century Physiology. [REVIEW]Henning Schmidgen - 2004 - Journal of the History of Biology 37 (3):477 - 513.
    This paper addresses the visual culture of late-19th-century experimental physiology. Taking the case of Johann Nepomuk Czermak (1828-1873) as a key example, it argues that images played a crucial role in acquiring experimental physiological skills. Czermak, Emil Du Bois-Reymond (1818-1896) and other late-19th-century physiologists sought to present the achievements and perspective of their discipline by way of "immediate visual perception (unmittelbare Anschauung)." However, the images they produced and presented for this purpose were strongly mediated. By means of specifically designed instruments, (...)
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  42.  23
    Motivation and the Moral Sense in Francis Hutcheson’s Ethical Theory.Henning Jensen - 1971 - The Hague: M. Nijhoff.
    INTRODUCTION HUTCHESONS LIFE AND WORKS The history of philosophy includes the names of many persons, famous in their time, whose contributions to human ...
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  43.  28
    Philosophers as Children: Playing with Style in the Philosophy of Education.Andrew Gibbons - 2007 - Educational Philosophy and Theory 39 (5):506–518.
    In this article the questions of what counts as play and philosophy are considered in relation to the question of early education for young children. The child subject characterised by the themes of playfulness, emotion, and irrationality is compared to the playful philosopher emanating from the work of Friedrich Nietzsche, Ludwig Wittgenstein and Michel Foucault. This analysis contributes to the exploration of themes of truth and difference, the search for challenges to styles of philosophy in education, and to the role (...)
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  44.  23
    How Do Deployed Health Care Providers Experience Moral Injury?Susanne W. Gibbons, Michaela Shafer, Edward J. Hickling & Gloria Ramsey - 2013 - Narrative Inquiry in Bioethics 3 (3):247-259.
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  45.  71
    Morality and Luck.Henning Jensen - 1984 - Philosophy 59 (229):323 - 330.
    Thomas Nagel recognizes that it is commonly believed that people can neither be held morally responsible nor morally assessed for what is beyond their control. Yet he is convinced that although such a belief may be intuitively plausible, upon reflection we find that we do make moral assessments of persons in a large number of cases in which such assessments depend on factors not under their control. Of such factors he says: (p. 26).
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  46.  23
    Developing a Revised Cross-Cultural Academic Integrity Questionnaire.Marcus A. Henning, Hassan Nejadghanbar & Ukachukwu Abaraogu - 2018 - Journal of Academic Ethics 16 (3):241-255.
    Understanding and measuring levels of academic integrity within higher education institutions across the world is an important area of study in the era of educational internationalization. Developing a cross-cultural measure will undoubtedly assist in creating standardization processes and add to the discourse on cross-cultural understanding on what constitutes honest and dishonest action in the higher education context. This study has used a combination of exploratory and confirmatory factor analytical procedures to validate a previously published questionnaire, namely the cross-cultural academic integrity (...)
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  47.  16
    Imperatives and Indicatives (I).P. C. Gibbons - 1960 - Australasian Journal of Philosophy 38 (2):107 – 119.
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  48. Moral Realism and Two-Dimensional Semantics.Tim Henning - 2011 - Ethics 121 (4):717-748.
    Moral realists can, and should, allow that the truth-conditional content of moral judgments is in part attitudinal. I develop a two-dimensional semantics that embraces attitudinal content while preserving realist convictions about the independence of moral facts from our attitudes. Relative to worlds “considered as counterfactual,” moral terms rigidly track objective, response-independent properties. But relative to different ways the actual world turns out to be, they nonrigidly track whatever properties turn out to be the objects of our relevant attitudes. This theory (...)
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  49.  98
    On the Multiple Deaths of Whitehead's Theory of Gravity.Gary Gibbons & Clifford M. Will - 2008 - Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics 39 (1):41-61.
    Whitehead's 1922 theory of gravitation continues to attract the attention of philosophers, despite evidence presented in 1971 that it violates experiment. We demonstrate that the theory strongly fails five quite different experimental tests, and conclude that, notwithstanding its meritorious philosophical underpinnings, Whitehead's theory is truly dead.
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  50.  54
    Nothingness: The Science of Empty Space.Henning Genz - 1999 - Basic Books.
    Nothingness addresses one of the most puzzling problems of physics and philosophy: Does empty space have an existence independent of the matter within it? Is "empty space" really empty, or is it an ocean seething with the creation and destruction of virtual matter? With crystal-clear prose and more than 100 cleverly rendered illustrations, physicist Henning Genz takes the reader from the metaphysical speculations of the ancient Greek philosophers, through the theories of Newton and the early experiments of his contemporaries, (...)
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