Developing World Bioethics, Volume 21, Issue 3, Page 102-110, September 2021.

Despite a large and multifaceted effort to understand the vast landscape of phenotypic data, their current form inhibits productive data analysis. The lack of a community-wide, consensus-based, human- and machine-interpretable language for describing phenotypes and their genomic and environmental contexts is perhaps the most pressing scientific bottleneck to integration across many key fields in biology, including genomics, systems biology, development, medicine, evolution, ecology, and systematics. Here we survey the current phenomics landscape, including data resources and handling, and the progress that (...) has been made to accurately capture relevant data descriptions for phenotypes. We present an example of the kind of integration across domains that computable phenotypes would enable, and we call upon the broader biology community, publishers, and relevant funding agencies to support efforts to surmount today's data barriers and facilitate analytical reproducibility. (shrink)

Happ presents this volume as essentially a philological study of the concept of matter in Aristotle. He is well aware of the philosophical issues and explicitly states his position on them, but the dominant concern is with a close and exhaustive analysis of relevant texts. The work is meant to be a contribution to the history of ideas, and Happ intends to continue the study in other periods of Greek thought. He does not cover all the aspects of the problem (...) of matter; he admits, for instance, that the problem of the substantiality of matter has been left aside. Philosophically, he tries to avoid the extremes of idealism and realism, and sees Aristotle's theory of knowledge as involving both subject and object; phenomena need the help of mind to become actual. He also considers Aristotle to be more similar to Plato than many authors do, and thinks there is little chronological development in the basic issues of Aristotle's thought. He admits aporetic aspects in Aristotle, but combined with an approach to philosophical problems which is both systematic and dynamic. There are eight major sections in the book: An exhaustive review of the literature and a statement of the philosophical viewpoint of the author; Matter in Plato and the Academy, and Aristotle's introduction of the term hylë. ; Matter as substrate for opposites; Metaphysics IV, VI, XI; Matter in the celestial world; Meteorology IV and the biological works; Matter and knowledge; abstraction; matter and mathematics; matter and the science of metaphysics. ; Matter as a principle of being. There as 130 pages of indices and numerous cross-references in the footnotes. Happ stresses that matter is a principle of being in Aristotle, not anything "stuffy," as it was taken by the Stoics. He claims the "idealist" side of Aristotle's doctrine on matter had little philosophical effect in later thought; but isn't the medieval notion of prime matter precisely that of a principle? And is the Plotinian notion of matter as close to Aristotle as Happ claims? One may wonder if he is reading neo-platonic spiritualized matter back into Aristotle. Some of the best pages deal with mathematics and the need for mind to actualize mathematical entities, and with analysis of matter in the heavens and in aether. Happ admits to conjecture when he says that in Metaphysics VII 3 Aristotle, through his via negativa, reaches matter as a general principle of being, beyond the physical substratum of material things. In its comprehension, depth and subtlety of analysis, this work is clearly one of the major studies on Aristotle; it is also superbly printed and bound, and exorbitantly priced.--R. S. (shrink)

Referring to the Whig Party, the former political opponents of the Tories in Great Britain, British historian Herbert Butterfield once coined the term ‘Whiggish’ historiography for any account that looks at the past from the perspective of the present, as if the goal of the past were the achievement of the present. Thus, a ‘Whiggish’ history of science carefully ignores everything of the past that does not suit the idea of a steady growth of science towards the current state. Strangely (...) enough, that approach has been prominent in philosophy too, from Hegel to recent philosophy science, so that we could equally speak of ‘Hegelian historiography’. (shrink)

I claim that the question of whether chemistry is reduced to quantum mechanics is more ambiguous and multi-faceted than generally supposed. For example, chemistry appears to be both reduced and not reduced at the same time depending on the perspective that one adopts. Similarly, I argue that some conceptual issues in quantum mechanics are ambiguous and can only be laid to rest by embracing paradox and ambiguity rather than regarding them as obstacles to be overcome. Recent work in the reduction (...) of chemistry is also reviewed, including discussions of the ontological reduction of chemistry and the question of the emergence of chemistry from physics. (shrink)

16. The General Subject Matter of Husserl's Phenomenology 45 17. General Thesis and Epoche 46 18. Doubt 47 19. Hyle and Noema 48 49 BIBLIOGRAPHY TRANSLATION OF SELECI'ED TEXTS REFERRED TO IN THE FOOTNOTES 51 INTRODUCTION SECTION I PREFACE Meinong was one of the great philosophers who stand at the beginning of Analytic Philosophy and Phenomenology. He was a contemporary of Husserl, Frege, Mach, and Russell who were either originally or physicists, except Meinong. Meinong was a historian mathematicians and (...) always a philosopher who became increasingly interested in experi mental psychology, under the influence of Franz Brentano. He, as each of his contemporaries, developed his own philosophy. It grew, in a profound fashion, into a very rich realism which was, curiously enoug- based on a staunch empirical attitude. Of all these philosophers, Meinong and Husserl were most closely associated: both of them were students of Brentano and dealt, each. with his own philosophical tools, with the same subject matter, presentations and their objects. Meinong concerned himself, in short critical notes, with Husserl's phenomenology, that is, the first volume of Ideas... which was trans 1 lated by W. R. Boyce Gibson. The last section of this Introduction will be devoted to Meinong's criticism of Husserl. It is done in the last section because some of Meinong's theory is presupposed for the understanding of his critique of Husserl. (shrink)

16. The General Subject Matter of Husserl's Phenomenology 45 17. General Thesis and Epoche 46 18. Doubt 47 19. Hyle and Noema 48 49 BIBLIOGRAPHY TRANSLATION OF SELECI'ED TEXTS REFERRED TO IN THE FOOTNOTES 51 INTRODUCTION SECTION I PREFACE Meinong was one of the great philosophers who stand at the beginning of Analytic Philosophy and Phenomenology. He was a contemporary of Husserl, Frege, Mach, and Russell who were either originally or physicists, except Meinong. Meinong was a historian mathematicians and (...) always a philosopher who became increasingly interested in experi mental psychology, under the influence of Franz Brentano. He, as each of his contemporaries, developed his own philosophy. It grew, in a profound fashion, into a very rich realism which was, curiously enoug- based on a staunch empirical attitude. Of all these philosophers, Meinong and Husserl were most closely associated: both of them were students of Brentano and dealt, each. with his own philosophical tools, with the same subject matter, presentations and their objects. Meinong concerned himself, in short critical notes, with Husserl's phenomenology, that is, the first volume of Ideas . . . which was trans 1 lated by W. R. Boyce Gibson. The last section of this Introduction will be devoted to Meinong's criticism of Husserl. It is done in the last section because some of Meinong's theory is presupposed for the understanding of his critique of Husserl. (shrink)

R F Dearden; Theory and Practice in Education, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-.

This provocative collection of essays written by the influential Greek scholar E. R. Dodds between 1929 and 1971. represents the wide range of his literary and philosophical interests. Insightful and learned, the essays combine profound scholarship with the lucid humanity of a teacher awareof the special value of Greek studies in the modern world.

Розкрито сутність поняття «рейтинг». Доведено значущість рейтингової оцінки для суб’єктів фінансового ринку, зокрема для страхових компаній, потенційних страхувальників, інвесторів та кредиторів.

R S Downie; Professions and Professionalism, Journal of Philosophy of Education, Volume 24, Issue 2, 30 May 2006, Pages 147–159, https://doi.org/10.1111/j.1467-.

What kind of knowledge is medical knowledge? Can medicine be explained scientifically? Is disease a scientific concept, or do explanations of disease depend on values? What is ‘evidence-based’ medicine? Are advances in neuroscience bringing us closer to a scientific understanding of the mind? The nature of medicine raises fundamental questions about explanation, causation, knowledge and ontology – questions that are central to philosophy as well as medicine. In this book Paul R. Thompson and Ross E. G. Upshur introduce the fundamental (...) issues in philosophy of medicine for those coming to the subject for the first time. They introduce and explain the following key topics: Understanding the physician-patient relationship: the phenomenology of the medical encounter. Models and theories in biology and medicine: what role do theories play in medicine? Are they similar to scientific theories? Randomised controlled trials: can scientific experiments be replicated in clinical medicine? What are the philosophical criticisms levelled at RCTs? The concept of evidence in medical research: what do we mean by ‘Evidence-based medicine?’ Should all medicine be based on evidence? Causation in medicine What do advances in neuroscience reveal about the relationship between mind and body? Defining health and disease: are explanations of disease objective or do they depend on values? Evolutionary medicine: what is the role of evolutionary biology in understanding medicine? Is it relevant? Extensive use of empirical examples and case studies is made throughout the book. These include debates about smoking and cancer, the use of placebos in randomised controlled trials and controversies about research into the causes of HIV and autism. This is an indispendable introduction to those teaching philosophy of medicine and philosophy of science. (shrink)

Aim To study the views of people in a largely Muslim country, Kuwait, of the acceptability of a life-ending action such as physician-assisted suicide (PAS). Method 330 Kuwaiti university students judged the acceptability of PAS in 36 scenarios composed of all combinations of four factors: the patient's age (35, 60 or 85 years); the level of incurability of the illness (completely incurable vs extremely difficult to cure); the type of suffering (extreme physical pain or complete dependence) and the extent to (...) which the patient requests a life-ending procedure, euthanasia or PAS (no request, some form of request, repeated requests). In all scenarios, the patients were women who were receiving the best possible care. The ratings were subjected to cluster analysis and analyses of variance. Results Five clusters were found. For 44%, PAS was always very unacceptable, no matter what the circumstances. For 23%, it was unacceptable, but less so if the patient was older or requested it repeatedly. For 16%, it was unacceptable if the patient was young but was acceptable if the patient was elderly. For 5%, it was unacceptable if the patient had extreme pain but was acceptable if completely dependent. For 11%, it was unacceptable if the patient did not request it but acceptable if she did. Conclusion The majority of the Kuwaiti university students opposed PAS either categorically or with a slight variation according to circumstances. Nonetheless, a minority approved of PAS in some cases, particularly when the patient was elderly. (shrink)

R W K Paterson; Towards an Axiology of Knowledge, Journal of Philosophy of Education, Volume 13, Issue 1, 30 May 2006, Pages 91–100, https://doi.org/10.1111/j.1.

This original and lively book explores Greek ideas about health and disease and their influence on Greek thought. Fundamental issues such as causation and responsibility, purification and pollution, mind-body relations and gender differences, authority and the expert and who can challenge them, reality and appearances, good government, happiness, and good and evil themselves are deeply implicated. Using the evidence not just from Greek medical theory and practice but also from epic, lyric, tragedy, historiography, philosophy, and religion, G. E. R. Lloyd (...) offers the first comprehensive account of the influence of Greek thought about health and disease on the Greek imagination. (shrink)

The free-will defence holds that the value of significant free will is so great that God is justified in creating significantly free creatures even if there is a risk or certainty that these creatures will sin. A difficulty for the FWD, developed carefully by Quentin Smith, is that God is unable to do evil, and yet surely lacks no genuinely valuable kind of freedom. Smith argues that the kind of freedom that God has can be had by creatures, without a (...) risk of creatures doing evil. I shall show that Smith's argument fails – the case of God is disanalogous to the case of creatures precisely because creatures are creatures. (shrink)

R S Downie; Professions and Professionalism, Journal of Philosophy of Education, Volume 24, Issue 2, 30 May 2006, Pages 147–159, https://doi.org/10.1111/j.1467-.

R K Elliott; Education, Love of One’s Subject, and the Love of Truth, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 135–153, https:/.

Published here for the first time in paperback is much of a final and long-anticipated work on philosophy of history by the renowned Oxford philosopher, historian, and archaeologist R. G. Collingwood. The original text of this uncompleted work was only recently discovered in the archives of Oxford University Press. Also found there were two conclusions written by Collingwood for lectures which were eventually revised and published as The Idea of Nature, but which have relevance to his philosophy of history as (...) well. These pieces are included in this volume, accompanied by further short writings by Collingwood on historical knowledge and inquiry, selected from previously unpublished manuscripts held at the Bodleian Library, Oxford. All these writings, besides containing entirely new ideas, discuss further many of the issues which Collingwood is famous for having raised in The Idea of History and in his Autobiography.A lengthy editorial introduction sets these writings in their context, and discusses philosophical questions to which they give rise. The editors also consider why Collingwood left The Principles of History unfinished at his death, and what significance should be attached to the fact that it contains no reference to one of his best-known ideas: that of historical understanding as re-enactment. This volume will be a significant publication not just in Collingwood studies but in philosophy of history generally. (shrink)

R K Elliott; Education, Love of One’s Subject, and the Love of Truth, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 135–153, https:/.

R K Elliott; Versions of Creativity, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 139–152, https://doi.org/10.1111/j.1467-9752.1971.

R W K Paterson; Towards an Axiology of Knowledge, Journal of Philosophy of Education, Volume 13, Issue 1, 30 May 2006, Pages 91–100, https://doi.org/10.1111/j.1.

R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.

EDITED BY SLAVENKO ŠLJUKIĆBOOK SYMPOSIUM ON KENNETH R. WESTPHAL’S HOW HUME AND KANT RECONSTRUCT NATURAL LAW.

R F Dearden; Theory and Practice in Education, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-.

R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.

R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.

R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.

R K Elliott; Versions of Creativity, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 139–152, https://doi.org/10.1111/j.1467-9752.1971.

R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.

R T Allen; ‘Because I Say So!’ Some Limitations Upon the Rationalisation of Authority, Journal of Philosophy of Education, Volume 21, Issue 1, 30 May 2006, Page.

R T Allen; ‘Because I Say So!’ Some Limitations Upon the Rationalisation of Authority, Journal of Philosophy of Education, Volume 21, Issue 1, 30 May 2006, Page.

R Carlisle; The Concept of Physical Education, Journal of Philosophy of Education, Volume 3, Issue 1, 30 May 2006, Pages 5–22, https://doi.org/10.1111/j.1467-97.

R F Dearden; Happiness and Education, Journal of Philosophy of Education, Volume 2, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-9752.1968.

R K Elliott; Aestheticism, Imagination and Schooling: a reply to Ruby Meager, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 33–42.

R K Elliott; Aestheticism, Imagination and Schooling: a reply to Ruby Meager, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 33–42.

R K Elliott; D. W. Hamlyn on Knowledge and the Beginnings of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 109–116.

R K Elliott; D. W. Hamlyn on Knowledge and the Beginnings of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 109–116.