Information is a basic structure of the world, while computation is a process of the dynamic change of information. This book provides a cutting-edge view of world's leading authorities in fields where information and computation play a central role. It sketches the contours of the future landscape for the development of our understanding of information and computation, their mutual relationship and the role in cognition, informatics, biology, artificial intelligence, and information technology. -/- This book is an utterly enjoyable and engaging (...) read which gives readers an opportunity to understand and relate phenomena seemingly unrelated in a completely new light — especially the connections between information, computation, cognition and life. -/- Contents: Cybersemiotics and the Question of Knowledge (Søren Brier) Information Dynamics in a Categorical Setting (Mark Burgin) Mathematics as a Biological Process (G J Chaitin) Information, Causation and Computation (John Collier) From Descartes to Turing: The Computational Content of Supervenience (S Barry Cooper) A Dialogue Concerning Two World Systems: Info-Computational vs Mechanistic (Gordana Dodig-Crnkovic & Vincent C Müller) Does Computing Embrace Self-Organization? (Wolfgang Hofkirchner) Analysis of Information and Computation in Physics Explains Cognitive Paradigms: From Full Cognition to Laplace Determinism to Statistical Determinism to Modern Approach (Vladik Kreinovich, Roberto Araiza & Juan Ferret) Bodies — Both Informed and Transformed Embodied Computation and Information Processing (Bruce J MacLennan) Computation on Information, Meaning and Representations: An Evolutionary Approach (Christophe Menant) Interior Grounding, Reflection, and Self-Consciousness (Marvin Minsky) A Molecular Dynamic Network: Minimal Properties and Evolutionary Implications (Walter Riofrio) Super-recursive Features of Evolutionary Processes and the Models for Computational Evolution (Darko Roglic) Towards a Modeling View of Computing (Oron Shagrir) What's Information, for an Organism or Intelligent Machine? How can a Machine or Organism Mean? (Aaron Sloman) Inconsistent Knowledge as a Natural Phenomenon: The Ranking of Reasonable Inferences as a Computational Approach to Naturally Inconsistent (Legal) Theories (Kees (CNJ) de Vey Mestdagh & Jaap Henk (JH) Hoepman) On the Algorithmic Nature of the World (Hector Zenil & Jean-Paul Delahaye) . (shrink)

Derek Parfit takes an externalist and cognitivist view about normative reasons. I shall explore this view and add some arguments that support it. But I shall also raise a doubt about it at the end.

Arguments are weakly meta-argumentative when they call attention to themselves and purport to be successful as arguments. Arguments are strongly metaargumentative when they take arguments (themselves or other arguments) as objects for evaluation, clarification, or improvement and explicitly use concepts of argument analysis for the task. The ambitious meta-argumentation thesis is that all argumentation is weakly argumentative. The modest meta-argumentation thesis is that there are unique instances of strongly meta-argumentative argument. Here, we show how the two theses are connected and (...) both are plausible. (shrink)

Presents John Locke's seventeenth-century classic work on political and social theory; and includes a history of the text, as well as notes and a bibliography.

In this 2nd edition, John Gray adds an extensive postscript which defends the interpretation of Mill set out in the first edition, but develops radical criticisms of the substance of Millian and other liberalism.

Practical reasoning is a process of reasoning that concludes in an intention. One example is reasoning from intending an end to intending what you believe is a necessary means: 'I will leave the next buoy to port; in order to do that I must tack; so I'll tack', where the first and third sentences express intentions and the second sentence a belief. This sort of practical reasoning is supported by a valid logical derivation, and therefore seems uncontrovertible. A more contentious (...) example is normative practical reasoning of the form 'I ought to φ, so I'll φ', where 'I ought to φ' expresses a normative belief and 'I'll φ' an intention. This has at least some characteristics of reasoning, but there are also grounds for doubting that it is genuine reasoning. One objection is that it seems inappropriate to derive an intention to φ from a belief that you ought to φ, rather than a belief that you ought to intend to φ. Another is that you may not be able to go through this putative process of reasoning, and this inability might disqualify it from being reasoning. A third objection is that it violates the Humean doctrine that reason alone cannot motivate any action of the will. This paper investigates these objections. (shrink)

John Martin Fischer is one of the leading proponents of semi-compatibilism, one of the ideas proposed in the debates on free will and determinism. According to him, even if it is not possible to make a free choice once determinism is accepted, persons can be held morally responsible for their actions. Thus, the ability to choose one of several alternatives, i.e. to act otherwise, is not necessary for moral responsibility. In his translated article Responsibility and Inevitability, Fischer sketches an (...) outline of a theory of moral responsibility that explains how persons are responsible for their actions, for the actions they do not perform (omissions), and for the consequences of their actions or omissions. (shrink)

This is a classic volume in the "library of Living Philosophers" and includes a collection of essays on Dewey's work by his contemporaries at the time of the volume's publication. It also includes a biographical essay on Dewey and his replies to the assembled essays.

Major shifts in the field of model theory in the twentieth century have seen the development of new tools, methods, and motivations for mathematicians and philosophers. In this book, John T. Baldwin places the revolution in its historical context from the ancient Greeks to the last century, argues for local rather than global foundations for mathematics, and provides philosophical viewpoints on the importance of modern model theory for both understanding and undertaking mathematical practice. The volume also addresses the impact (...) of model theory on contemporary algebraic geometry, number theory, combinatorics, and differential equations. This comprehensive and detailed book will interest logicians and mathematicians as well as those working on the history and philosophy of mathematics. (shrink)

Studies in Empirical Philosophy was published in 1962 shortly after Anderson's death and had been prepared by him to include most of his published articles from the Australasian Journal of Philosophy and Psychology. It also includes a couple of articles written especially for the book. It remains the main published source of material on Anderson's systematic philosophy. John Passmore has kindly granted permission for his introduction to be included in this new release. John Anderson (1893-1962) was Challis Professor (...) of Philosophy at the University of Sydney from 1927 until 1958. He is generally regarded as the most important philosopher to have worked in Australia. His students included not only academic philosophers but also important figures in politics, law and journalism. His impact upon Sydney's social and cultural life was enormous. (shrink)

"Despite a dramatic rise in average income in the last 40 years, people are no happier. Since the millennium personal well-being has recently shot up the political and educational agendas, with schools in the UK even including "Personal Well-being" as a curriculum topic in its own right.This book takes teachers, student teachers and parents step by step through the many facets of well-being, pausing at each step to look at the educational implications for teachers and parents trying to make our (...) children's lives more meaningful. With his renowned talent for distilling the most complex of philosophical arguments into accessible laymen's terms, John White addresses the moral maze of well-being through three distinct parts:Part 1 describes the remarkable growth of interest in children's well-being in the UK since 2000, and suggests that a philosophical look at the concept of well-being is essential, so that teachers and parents can avoid confusion and misunderstanding.Part 2 takes the reader step by step through the intricacies of the concept in a deliberately accessible way with each chapter containing a substantial section showing how the new ideas just introduced can be taken up in education, especially in schools.Part 3 is about the future of education for well-being, pulling together, expanding on home as well as school, discussing the main aims and emphases of an education focussed on personal well-being. The author also looks at how school's traditional practices will have to change, given the new focus on well-beingAs well as looking at educational implications of all these questions step by step, the book concludes with an extensive practical guide for families and schools wanting to realise the new well-being agenda.This short, engaging book takes the reader with little or no background in philosophy into these issues. It is of special interest to teachers and parents, since they are now at the sharp end of the culture change we are now experiencing"-- Provided by publisher. (shrink)

Professor Yolton delves into John Locke 's most important work, the Essay Concerning Human Understanding.

"From the 1930 Reiser edition of the Ars logica, itself comprising the first two parts of the five part Cursus philosophicus of 1631-1635, by the same author.".

So argues John Koethe, in contrast to the standard view that Wittgenstein's earlier and later philosophical positions are sharply opposed.

Moral imagination, according to John Kekes, is indispensable to a fulfilling and responsible life.

Renowned philosopher John Kekes develops and defends a humanistic conception of wisdom as a personal attitude--one that guides how we face adversities and evaluate the often conflicting possibilities and limits of life in the context in which we live. The book is a radical departure from traditional works on wisdom. It stresses the humanistic, pluralistic, and personal aspects of wisdom. The book is a defense of philosophy as a humanistic discipline.

John White's study is the most substantial work on what the aims of education should be since Whitehead's Aims of Education of 1929. It draws on material not only from schools and colleges, but also from the broader educative or miseducative nature of the 'ethos' of society and some of its major institutions. Sifting the different views about aims which are now prevalent and circulating in the world of education, he integrates the more defensible of them into an articulated (...) set of positive recommendations. The study takes a broadly philosophical and non-technical stand; it is written to help practitioners orient themselves in what is often bewildering territory, at a time when the question of what the aims of education ought to be has acquired a new urgency for politicians and educational administrators, as well as for those directly involved in educational institutions, head teachers and their staff. (shrink)

John Barton is convinced that in many areas of ethical enquiry the Old Testament has much to teach us, and he argues his case in this new book, which developed out of lectures given both in Canada and in Oxford. During it he looks again at the Ten Commandments; the narrative about David and his children; the ethical issues of ecology, sexual morality and property; human morality as the express command of God; and the motivation for moral conduct. By (...) the end of the book it is clear that although the Old Testament comes to us from a remote, alien and apparently unsophisticated context, the powerful minds who worked on its books still have things to say which remain evocative and suggestive for our own moral enquiries. (shrink)

John Wilson; Relativism and Teaching, Journal of Philosophy of Education, Volume 20, Issue 1, 30 May 2006, Pages 89–96, https://doi.org/10.1111/j.1467-9752.1986.

John Laird was a Scottish philosopher who specialised in metaphysics and moral philosophy. In this early work, which was originally published in 1920, Laird set out to analyse some of the more perplexing problems of philosophical realism. The text includes a brief survey of philosophical realism at the beginning and critical notes throughout. This book will be of value to anyone with an interest in the works of Laird and the history of philosophy.

Considéré en France comme un pédagogue "laxiste" voire "gauchiste", Dewey est présenté par certains philosophes nord-américains, Richard Rorty en particulier, comme un postmoderniste. C'est oublier que Dewey mit ses théories philosophiques à l'épreuve de l'école. Sa pédagogie reste aujourd'hui la théorie de l'éducation la plus actuelle.

A fascinating collection of essays by leading scholars in the field engage with the idea of religious pluralism mooted by John Hick to offer incisive insights on religious pluralism and related themes and to address practical aspects such as interreligious spirituality and worship in a multi-faith context.

ABSTRACT In different yet resonating ways both William Morris and John Dewey turned their attention to utopian experience as everyday making and doing. Dewey developed a holistic analysis of human action that contains intimations of utopia as well as a critique of fractured experience. Morris is well known for his vivid picture of utopia as life lived artfully. Comparisons have been noted between Morris and Dewey but not explored in detail. This article looks at Morris’s view of utopian experience (...) from the perspective of Dewey’s pragmatist understanding of action, habit, and artful experience. It is argued that the craft of experience is an idea central to the utopian thinking of Morris and Dewey. (shrink)

This volume brings together J.S. Mills On Liberty and a selection of important essays by such eminent scholars as Isaiah Berlin, Alan Ryan, John Rees, C.L. Ten and Richard Wollheim. As well as providing authoritative commentary upon On Liberty , the essays reflect a broader debate about the philosophical foundations of Mill's liberalism, particularly the question of the connection betweenMill's professed utilitarianism and his commitment to individual liberty. Introduced and edited by John Gray and G.W. Smith, the book (...) will be of interest to students of Mill, to ethical and political philosophers and to anyone interested in the contemporary status of liberalism. (shrink)

John Sellars presents a broad and lively introduction to Hellenistic philosophy. This was a rich period for philosophy, with the birth of Epicureanism and Stoicism, alongside the activities of Platonists, Aristotelians, and Cynics. Sellars offers accessible coverage of all areas from epistemology to ethics and politics.

In lieu of an abstract, here is a brief excerpt of the content:In Memoriam:John W. Yolton 1921-2005G.A.J. RogersJohn Yolton died a few days short of his eighty-fourth birthday. He was one of the most distinguished historians of philosophy of his generation. Early in his studies he had found Locke's Essay Concerning Human Understanding a challenging book that raised as many puzzles as it answered and it was his engagement with that work that dominated his intellectual enquires from his MA (...) studies until his latest book, published last year, The Two Intellectual Worlds of John Locke. Man, Person, and Spirits in the "Essay." It was his fifteenth authored book. His first book was his Oxford D. Phil. Thesis, John Locke and the Way of Ideas, published nearly fifty years ago in 1956. If Locke and Ideas were to dominate his writings, they were not exclusive of other interests. His second book was The Philosophy of A.S. Eddington. Others, not Locke-centered, were to follow. In later years he has focussed especially on the problem for all readers of Locke and other early modern philosophers including Descartes, Berkeley and Hume, as to the nature of their commitment to ideas. Did they really hold that ideas are objects that intervene between the perceiving mind and the outside world, or is the standard reification of ideas simply a mistaken reading of their argument? Yolton, since at least the early 1980s, has argued that to reify ideas in the standard way is based on a false reading of the texts. His reading has not always been accepted by historians of philosophy but there are signs that that might be changing and some books and articles published in the last five years or so reveal distinct signs of a Yolton influence.John Yolton was not only a prolific writer he was also a highly regarded editor, not only of Locke texts but also of important collections of papers such as John Locke: Problems and Perspectives (1969) and The Blackwell Companion to the Enlightenment (1992) to which he contributed [End Page 419] a prodigious number of entries. But perhaps as important as his writing was Yolton's teaching. Nobody who sat in on one of his classes could not but be impressed with the way in which he was able to hold a class's attention to a text of Descartes, Locke or Hume and engage first year or graduate students in a scrutiny of the text, perhaps only a paragraph or even a sentence long, teasing out its ambiguities and its place in an argument, to the obvious enlightenment of students who until then had found early modern philosophical prose dull and uncaptivating. It is no surprise to find that he supervised a large number of scholars of the early modern period who have gone on to make important contributions to the history of philosophy and intellectual history.John Yolton was always enormously generous with his time. His graduate students became extensions of the Yolton family. So also did younger scholars. Any book or paper sent him was always to receive careful attention and detailed comment, always fair but never patronising. He was also very active as a member of many editorial boards, including the Journal of the History of Ideas and the Clarendon Locke Board. John was appointed to the Board of Consulting Editors of the JHI in 1977. At the beginning of 1987 he was elected to the Board of Editors and he was still a member of that Board at the time of his death. During his membership on both boards he provided an enormous amount of editorial help, evaluating scores of submitted papers. He was especially active during the years that the Journal's editorial office was located at Rutgers University. In 1991 John was elected vice president of the Board of Directors, the governing body of the JHI. He served as vice president until the summer of 1998. He was chairman of the Clarendon Locke Board for nine years as well as, at the same time, being its general editor.John Yolton and his wife, Jean, a Locke scholar in her own right, were regular participants at conferences, but in recent years their travelling... (shrink)

John Bintliff et alii Le Tanagra Project : recherches dans une cité antique de Béotie et son territoire (2000-2002) p.541-606 Cet article présente les résultats préliminaires du Leiden-Ljubljana Field Project dans la cité antique de Tanagra, en Béotie orientale, et dans ses environs immédiats. Les travaux ont débuté en 1999, avec une vaste équipe de chercheurs et d'étudiants des Pays-Bas, de Belgique, de Slovénie et de Grèce, sous la direction de John Bintliff et Bozidar Slapsak et la sous-direction (...) de Kostas Sbonias. Les différents spécialistes présentent ici leur travail en détail, développant les rapports des deux premières campagnes publiés dans Pharos, le périodique annuel de l'Institut néerlandais d'Athènes. (shrink)

ABSTRACTThe historical process underlying Darwin’s Origin of Species did not play a significant role in the early editions of the book, in spite of the particular inductivist scientific methodology it espoused. Darwin’s masterpiece did not adequately provide his sources or the historical perspective many contemporary critics expected. Later editions yielded the ‘Historical Sketch’ lacking in the earlier editions, but only under critical pressure. Notwithstanding the sources he provided, Darwin presented the Origin as an ‘abstract’ in order to avoid giving sources; (...) a compromise he acknowledged and undertook to set right in later editions, yet failed to provide throughout the six editions under his supervision. Darwin’s reluctance to publish the historical context of his theory and his sources, particularly sources which were also ‘precursors’, may be attributed as much to the matter of intellectual ownership as science, or even good literary practice. Of special concern to Darwin were issues of priority or originality over ‘descent with modification’ and especially over Natural Selection. Many later historians have argued that Darwin was unaware of the work of his precursors on Natural Selection. Darwin’s theory was an example of independent discovery, albeit along with such obscure precursors as Matthew or Wells, who were unknown to Darwin until after the publication of the Origin. Both Matthew and Wells had a medical education, like James Hutton or Erasmus Darwin earlier in the eighteenth century, or even Charles Darwin. Evolutionary theory, at least in Britain was a product largely of the medical evolutionists rather than the natural historians which ‘history’ has chosen to select for the focus of attention; and among the medical evolutionists the figure of John Hunter stands out as theorist, experimentalist and teacher: the medical evolutionists were predominantly the product of Hunter’s legacy or of the medical profession and particularly the Scottish Universities. Much recent Darwin scholarship has focused on the private Notebooks, to establish Darwin’s discovery of Natural Selection around 1837–1838 and demonstrate Darwin’s ignorance of his precursors; requiring an explicit acknowledgement by Darwin as the legitimate substantiation of any claim to prior influence. The precursors have been categorized as uniformly obscure or irrelevant to the science of evolution which may be defined exclusively as ‘Darwinian’. The inclination to acknowledge influences, however was not something Darwin was gratuitously given to doing, especially on matters of priority. The Notebooks are not Darwin’s private thoughts; from an early stage he considered them incipient public documents and later sought to protect them as proof of his originality. William C. Wells was not an obscure thinker, but a celebrated scientist whom Herschel, Darwin’s guide to scientific methodology, had recommended as providing a model of scientific method. Darwin discovered Wells through Herschel, and quickly acquired a copy of Wells’ recommended work, no later than 1831, and held it thereafter in his library at Down House. This book, the 1818 edition of Wells’ Two Essays contains a third essay, Wells’ account of Natural Selection. Later, in the Descent of Man Darwin acknowledged his separate discovery of the correlation of colour and disease immunity in man, also earlier recounted by Wells. (shrink)

August, John Review(s) of: Contempt of court: Unofficial voices from the dogs Australian high court case 1981, by Jean Ely, Dissenters Press, West Melbourne 2011 $29.95.

[John Worrall] Science seems in some ways to have been remarkably successful. What does this success tell us about the epistemological status of current scientific claims? Peter Lipton considers various meta-inductive arguments each of which start from premises about science's 'track record'. I show that his endorsements of the 'strongest' of these are, on analysis, remarkably weak. I argue that this is a reflection of difficulties within the general epistemological framework that he adopts-that of reliabilism. Finally, I briefly outline (...) the quite different approach that I take to this issue, in the process responding to Lipton's criticisms of the 'pessimistic meta-induction'. (shrink)

In this book John Kekes examines the indispensable role enjoyment plays in a good life. The key to it is the development of a style of life that combines an attitude and a manner of living and acting that jointly express one's deepest concerns. Since such styles vary with characters and circumstances, a reasonable understanding of them requires attending to the particular and concrete details of individual lives. Reflection on works of literature is a better guide to this kind (...) of understanding than the futile search for general theories and principles that preoccupies much of contemporary moral thought. -/- Enjoyment proceeds by the detailed examination of particular cases, shows how this kind of reflection can be reasonably conducted, and how the quest for universality and impartiality is misguided in this context. Central to the argument is a practical, particular, pluralistic, and yet objective conception of reason that rejects the pervasive contemporary tendency to regard reasons as good only if they are binding on all who aspire to live reasonably and morally. Reason in morality is neither theoretical nor general. Reasons for living and acting in particular ways are individually variable and none the worse for that. -/- Kekes aims to reorient moral thought from deontological, contractarian, and consequentialist preoccupations toward a reasonable but pluralistic reflection on what individuals can do to make their lives better. (shrink)

John White; The Compulsory Curriculum and Beyond: a reply to Peter Gardner, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 129–136.

John White; The Concept of Intelligence, Journal of Philosophy of Education, Volume 29, Issue 3, 30 May 2006, Pages 447–450, https://doi.org/10.1111/j.1467-9752.

John White; The Problem of Self-interest: the educator’s perspective, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 163–175, https.

John Wilson; Making Subjects Interesting, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 215–222, https://doi.org/10.1111/j.1467-975.