The growth of the vein system of the leaf ofTropaeolum peltophorum was studied (i) at the vein level (analysis of the growth kinetics and of the growth field of the 7 primary veins) and (ii) at the limb level (comparison of the growth of the veins).The vein growth kinetics depend on the position of the vein on the leaf: there is a proximal/distal gradient and a bilateral gradient of the growth parameters (=variation of the temporal organization of the kinetics). The (...) growth field of the veins (=local growth pattern) is also dependent on time and on vein position. (shrink)
I am going to be discussing a mode of moral responsibility that anglophone philosophers have largely neglected. It is a type of responsibility that looks to the future rather than the past. Because this forward-looking moral responsibility is relatively unfamiliar in the lexicon of analytic philosophy, many of my locutions will initially strike many readers as odd. As a matter of everyday speech, however, the notion of forward-looking moral responsibility is perfectly familiar. Today, for instance, I said I would be (...) responsible for watching my nieces while they swam. Neglecting this responsibility would have been a moral fault. When people marry, they undertake responsibilities, of moral import, of fidelity and mutual support. When people have children, they accrue moral responsibilities to feed, rear, and educate them. Not all forward-looking responsibilities are moral. While finishing this essay, I have had to keep an eye on a number of my administrative responsibilities, and, while reading it, you may well be occasionally distracted by some of your own. The notion of a responsibility that we accrue or take on, to look out for some range of concerns over some range of the future, is, then, perfectly familiar. Because this common notion of forward-looking responsibility has not been integrated into recent moral theory, however, my philosophical discussion of it will initially seem strange. (shrink)
Henry Morris (1889-1961), the great educational philosopher, and initiator of the integrated community educational centre - embodied in the Cambridgeshire village college system - was county education officer and had his first 'memorandum' on the concept of community education printed by the Cambridge University Press. 1984 is both the 60th anniversary of his first memorandum and the 400th anniversary of the Press and this commemorative book will be published to coincide with a number of events to celebrate that. The book (...) is a collection of his papers, mainly about community education, edited by Professor Harry Re;e, who is closely associated with the Community Education Development Centre in Coventry. (shrink)
Few books have so firmly established their place in American literature as The Education of Henry Adams. When it was first published in 1918, it became an instant bestseller and went on to win the Pulitzer Prize. More than eighty years later, in an age of self-reflection and exhaustive memoirs, The Education still stands as perhaps the greatest American autobiography. The son of a diplomat, the grandson and great-grandson of two American presidents, a man of extraordinary gifts and learning in (...) his own right, Henry Adams recounts his life from his birth in 1838 and upbringing as a Boston Brahmin, through the Civil War, the nation's industrial expansion, and its emergence as a world power. In the process, he gives us a brilliant history of a changing country as well as a thoughtful, humane, often tender exploration of himself. From the original publisher, this edition of The Education of Henry Adams, newly introduced by Donald Hall, celebrates and honors this classic work on what it means to be an American. (shrink)
Quantum theory is essentially a rationally coherent theory of the interaction of mind and matter, and it allows our conscious thoughts to play a causally efficacious and necessary role in brain dynamics. It therefore provides a natural basis, created by scientists, for the science of consciousness. As an illustration it is explained how the interaction of brain and consciousness can speed up brain processing, and thereby enhance the survival prospects of conscious organisms, as compared to similar organisms that lack consciousness. (...) As a second illustration it is explained how, within the quantum framework, the consciously experienced ``I'' directs the actions of a human being. It is concluded that contemporary science already has an adequate framework for incorporating causally efficacious experiential events into the physical universe in a manner that: 1) puts the neural correlates of consciousness into the theory in a well defined way, 2) explains in principle how the effects of consciousness, per se, can enhance the survival prospects of organisms that possess it, 3) allows this survival effect to feed into phylogenetic development, and 4) explains how the consciously experienced ``I'' can direct human behaviour. (shrink)
The requirements of education at Lagos. 15 Apr. 1892.--Primary, elementary, secondary, and supplementary education. 22 Jan. 1902.--Christian marriage. 26 May 1909.--Religious instruction in church schools. 28 May 1909.--Education of women. 18 May 1911.--The Rt. Rev. Bishop James Johnson, M.A., D.D. 1918.--The problems of education in Southern Nigeria. 9 Nov. 1920.--Our religion and our social life. 2 Oct. 1923.--Moral character. 5 July 1924.--The truth about my background and my career. 1924.--Religion as the basis of education. 1934.--Overseas scholarships for deserving Nigerian youths. (...) 3 Dec. 1935. (shrink)
TRANSCENDENTAL THOUGHT IN HENRY OF GHENT JAN A. AERTSEN (K6LN) 1. Introduction: Henry as a "transcendental" philosopher (J. Paulus) "If it is proper to an ...
This volume offers a translation with introduction and notes of Henry of Ghent's questions on the being and essence of God from his Summa of Ordinary Questions (Summa quaestionum ordinarium). These questions form the heart of Henry's philosophy of God, especially his "new way" of proving the existence of God and his claim that God is the first object known by the human intellect.
George Herbert Mead, one of America’s most important and influential philosophers, a founder of pragmatism, social psychology, and symbolic interactionism, was also a keen observer of American culture and early modernism. In the period from the 1870s to 1895, Henry Northrup Castle maintained a correspondence with family members and with Mead—his best friend at Oberlin College and brother-in-law—that reveals many of the intellectual, economic, and cultural forces that shaped American thought in that complex era. Close friends of John Dewey, Jane (...) Addams, and other leading Chicago Progressives, the author of these often intimate letters comments frankly on pivotal events affecting higher education, developments at Oberlin College, Hawaii, progressivism, and the general angst that many young intellectuals were experiencing in early modern America. The letters, drawn from the Mead-Castle collection at the University of Chicago, were collected and edited by Mead after the tragic death of Henry Castle in a shipping accident in the North Sea. Working with his wife Helen Castle, he privately published fifty copies of the letters to record an important relationship and as an intellectual history of two progressive thinkers at the end of the nineteenth century. American historians, such as Robert Crunden and Gary Cook, have noted the importance of the letters to historians of the late nineteenth century. The letters are made available here using the basic Mead text of 1902. Additional insights into the connection between Mead, John Dewey, Henry and Harriet Castle, and Hawaii’s progressive kindergarten system are provided by the foundation’s executive director Alfred L. Castle. Marvin Krislov, president of Oberlin College, has added additional comments on the importance of the letters to understanding the intellectual relationship that flourished at Oberlin College. Published with the support of the Samuel N. and Mary Castle Foundation. (shrink)
INTRODUCTION. THE longer of the works that follow was left by its author almost finished, and, as far as it goes, in completed form, — the proofs having ...
Frances Kamm has for some time now been a foremost champion of non-consequentialist ethics. One of her most powerful non-consequentialist themes has been the idea of inviolability. Morality's prohibitions, she argues, confer on persons the status of inviolability. This thought helps articulate a rationale for moral prohibitions that will resist the protean threat posed by the consequentialist argument that anyone should surely be willing to violate a constraint if doing so will minimize the overall number of such violations. As Kamm (...) put it in a 1992 article, ‘If morality permitted minimizing violations of persons by violating other persons, then each of those saved as well as those persons used to save others would be less inviolable. It is the permission, not any actual violation of persons, that makes this so.’ Now, as thus baldly asserted, this claim borders on the conclusory. It is almost as if the claim were that morality conferred on persons the following status: that of being protected from consequentialism. One wants to hear in what inviolability consists, in more detail, so that we can understand it independently of the negation of consequentialism. And there is also an opposite problem: if inviolability is a good, then why can't consequentialism take it into account? Hence, one also wants to hear why this would not be the case. (shrink)
With the help of American friends, he revised the book and published it anew six years later. The present volume is the third version of the biography, completed in 1908 but never published in Salt's lifetime.
This collection of 216 letters offers an accessible, single-volume distillation of the exchange between celebrated brothers William and Henry James. Spanning more than fifty years, their correspondence presents a lively account of the persons, places, and events that affected the Euro-American world from 1861 until the death of William James in August 1910. An engaging introduction by John J. McDermott suggests the significance of the Selected Letters for the study of the entire family.
An abstract framework for structured arguments is presented, which instantiates Dung's ('On the Acceptability of Arguments and its Fundamental Role in Nonmonotonic Reasoning, Logic Programming, and n- Person Games', Artificial Intelligence , 77, 321-357) abstract argumentation frameworks. Arguments are defined as inference trees formed by applying two kinds of inference rules: strict and defeasible rules. This naturally leads to three ways of attacking an argument: attacking a premise, attacking a conclusion and attacking an inference. To resolve such attacks, preferences may (...) be used, which leads to three corresponding kinds of defeat: undermining, rebutting and undercutting defeats. The nature of the inference rules, the structure of the logical language on which they operate and the origin of the preferences are, apart from some basic assumptions, left unspecified. The resulting framework integrates work of Pollock, Vreeswijk and others on the structure of arguments and the nature of defeat and extends it in several respects. Various rationality postulates are proved to be satisfied by the framework, and several existing approaches are proved to be a special case of the framework, including assumption-based argumentation and DefLog. (shrink)
