The problem is a simple one. A placebo is “a substance provided to a patient that the physician believes has no specific pharmacological effect upon the condition being treated” (AMA 2007). 1 But i...

Editors’ Note: A major goal of Science and Engineering Ethics is to promote discussion of the ethical issues raised by various aspects of science and engineering, both within the pages of this journal and beyond. We are beginning a series of case presentations and discussions in the Educational Forum. We invite readers to respond to the case and accompanying commentaries, and to submit other cases and commentaries for future publication. We look forward to hearing from you. — S. J. Bird, (...) R. E. Spier. (shrink)

It is without doubt that the earth sciences were rocked to the core by a revolution in the late sixties with the initial acceptance of Harry Hess’s hypothesis of seafloor spreading and subsequent development and acceptance of plate tectonics. The major aim of this essay is to show precisely why this revolution is not Kuhnian. However, my reasons for claiming that Kuhn’s model fails to apply are at variance with Ruse [27] but in much agreement with R. Laudan [18]. I (...) shall highlight our differences as space permits.There are two general accounts of the rise of continental drift and plate tectonics which satisfy Kuhn’s model of scientific growth and change. (1) The geosciences prior to the acceptance of seafloor spreading and plate tectonics were in a pre-paradigm state. Earth scientists solved no problems within geological domains, but only argued among themselves about which of the various schools of thought provided the best framework for attacking geological problems. (shrink)

Bibliography of A. A. Fraenkel (p. ix-x)--Axiomatic set theory. Zur Frage der Unendlichkeitsschemata in der axiomatischen Mengenlehre, von P. Bernays.--On some problems involving inaccessible cardinals, by P. Erdös and A. Tarski.--Comparing the axioms of local and universal choice, by A. Lévy.--Frankel's addition to the axioms of Zermelo, by R. Mantague.--More on the axiom of extensionality, by D. Scott.--The problem of predicativity, by J. R. Shoenfield.--Mathematical logic. Grundgedanken einer typenfreien Logik, von W. Ackermann.--On the use of Hilbert's [epsilon]-operator in scientific (...) theories, by R. Carnap.--Basic verifiability in the combinatory theory of restricted generality, by H. B. Curry.--Uniqueness ordinals in constructive number classes, by H. Putnam.--On the construction of models, by A. Robinson.--Interpretation of mathematical theories in the first order predicate calculus, by T. Skolem.--The elementary character of two notions from general algebra, by R. Vaught.--Foundations of arithmetic and analysis. Axiomatic method and intuitionism, by A. Heyting.--On rank-decreasing functions, by G. Kurepa.--On non-standard models for number theory, by E. Mendelson.--Concerning the problem of axiomatizability of the field of real numbers in the weak second order logic, by A. Mostowski.--Non-standard models and independence of the induction axiom, by M. O. Rabin.--Sur les ensembles raréfiés de nombres naturels, par W. Sierpinski.--Philosophy of logic and mathematics. Remarks on the paradoxes of logic and set theory, by E. W. Beth.--Logique formalisée et raisonnement juridique, par R. Feys.--Im Umkreis der sogenannten Raumprobleme, von H. Freudenthal.--Process and existence in mathematics, by H. Wang. (shrink)

We discuss five kinds of representations of rationales and provide a formal account of how they can alter disputation. The formal model of disputation is derived from recent work in argument. The five kinds of rationales are compilation rationales, which can be represented without assuming domain-knowledge (such as utilities) beyond that normally required for argument. The principal thesis is that such rationales can be analyzed in a framework of argument not too different from what AI already has. The result is (...) a formal understanding of rationales, a partial taxonomy, and a foundation for computer programs that represent and reason with rationales.The five kinds of rationales are as follows: (c)ompression and (s)pecialization, which yield rules, and (d)isputation, which yields a decision. These are modeled as potentially changing the focus of the dispute. Then there are (f)it, a rationale for rules, and (r)esolution, a rationale for decisions. These cannot be modeled as simply; they force disputation to a meta-level, at least temporarily. (shrink)

R.I.G. Hughes presents a series of eight philosophical essays on the theoretical practices of physics. The first two essays examine these practices as they appear in physicists' treatises (e.g. Newton's Principia and Opticks ) and journal articles (by Einstein, Bohm and Pines, Aharonov and Bohm). By treating these publications as texts, Hughes casts the philosopher of science in the role of critic. This premise guides the following 6 essays which deal with various concerns of philosophy of physics such as laws, (...) disunities, models and representation, computer simulation, explanation, and the discourse of physics. (shrink)

Tigard suggests that the medical community would benefit from continuing to promote notions of individual responsibility and blame in healthcare settings. In particular, he contends that blame will promote systematic improvement, both on the individual and institutional levels, by increasing the likelihood that the blameworthy party will ‘own up’ to his or her mistake and apologise. While we agree that communicating regret and offering a genuine apology are critical steps to take when addressing patient harm, the idea that medical professionals (...) should continue to ‘take the blame’ for medical errors flies in the face of existing science and threatens to do more harm than good. We contrast Dr Tigard’s approach with the current literature on blame to promote an alternative strategy that may help to create lasting change in the face of unfortunate error. (shrink)

R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.

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. S. Woolhouse; IV*—Leibniz's Reaction to Cartesian Interaction, Proceedings of the Aristotelian Society, Volume 86, Issue 1, 1 June 1986, Pages 69–82, https:/.

R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.

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 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; 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 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 book is a timely new interpretation of the moral and political philosophy of Thomas Hobbes. Staying close to Hobbes's text and working from a careful examination of the actual substance of the account of natural law, R.E. Ewin argues that Hobbes well understood the importance of moral behavior to civilized society. This interpretation stands as a much-needed corrective to readings of Hobbes that emphasize the rationally calculated, self-interested nature of human behavior. It poses a significant challenge to currently fashionable (...) game theoretic reconstructions of Hobbesian logic. It is generally agreed that Hobbes applied what he took to be a geometrical method to political theory. But, as Ewin forcefully argues, modern readers have misconstrued Hobbes's geometric method, and this has led to a series of misunderstandings of Hobbes's view of the relationship between politics and morality. Important implications of Ewin's reading are that Hobbes never thought that "the war of each against all" was an empirical possibility for citizens; that his political theory actually presupposes moral agency; and that Hobbes's account of natural law forces us to the conclusion that Hobbes was a virtue theorist. This major contribution to Hobbes studies will be praised and criticized, welcomed and challenged, but it cannot be ignored. All philosophers, political theorists, and historians of ideas dealing with Hobbes will need to take account of it. (shrink)

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 T Allen; The Meaning of Life and Education, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 47–58, https://doi.org/10.1111/j.1467-9.

The problem that confronts us when we try to compare the structure of discourse and explanation in different domains of knowledge is that no one is an insider in more than one field, and insider information is essential. An observer who is not immersed in the practice of a particular scholarship and who wants to understand it is at the mercy of the practitioners. Yet those practitioners are themselves mystified by a largely unexamined communal myth of how scholarship is carried (...) on. R. G. Collingwood, although primarily a philosopher, was immersed in the community of historians and understood how history is done, so that he has had an immense influence on our ideas about historiography. Every historian knows The Idea of History.1 He was also a metaphysician, yet his influence on scientists’ understanding of nature, and of science, has been nil, and it is a rare scientist indeed who has ever heard of Collingwood or read The Idea of Nature.2 Collingwood’s views of the structure of science had to be constructed in large part from the elaborate fictions created by scientists and by an earlier generation of philosophers and historians of science who participated in the Baconian myth of the hypothetical-deductive scheme. 1. See R. G. Collingwood, The Idea of History .2. See Collingwood, The Idea of Nature . R. C. Lewontin is Alexander Agassiz Professor at Harvard University. He is an experimental and theoretical evolutionary geneticist who has also worked extensively on epistemological issues in biology. He is the author of The Genetic Basis of Evolutionary Change and, with Richard Levins, of The Dialectical Biologist . His current research concerns the nature of genetic variation among individuals within species. (shrink)

In _Sentient Flesh _R. A. Judy takes up freedman Tom Windham’s 1937 remark “we should have our liberty 'cause... us is human flesh" as a point of departure for an extended meditation on questions of the human, epistemology, and the historical ways in which the black being is understood. Drawing on numerous fields, from literary theory and musicology, to political theory and phenomenology, as well as Greek and Arabic philosophy, Judy engages literary texts and performative practices such as music and (...) dance that express knowledge and conceptions of humanity appositional to those grounding modern racialized capitalism. Operating as critiques of Western humanism, these practices and modes of being-in-the-world—which he theorizes as “thinking in disorder,” or “poiēsis in black”—foreground the irreducible concomitance of flesh, thinking, and personhood. As Judy demonstrates, recognizing this concomitance is central to finding a way past the destructive force of ontology that still holds us in thrall. Erudite and capacious, _Sentient Flesh _offers a major intervention in the black study of life. (shrink)

R K Elliott; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 7–27, https://doi.org/10.1111/j.1467-9752.1.

Denne artikkelen tar utgangspunkt i et skille mellom samfunnsstrukturer som avgrenser legers skjønnsmessige utfoldelse på den ene siden, og profesjonens tilrettelegging for kultiveringen av erkjennelsesmessige ferdigheter på den annen. Ved å videreføre H. Grimen og A. Molanders anvendelse av S.E. Toulmins modell for praktisk resonnering i en klinisk kontekst redegjør jeg for legeskjønnets multidimensjonale, epistemiske struktur. Gjennomgangen viser hvordan skjønnsanvendelse i legerollen kan analyseres i henhold til en fagteknisk, en distributiv og en relasjonell dimensjon. Mot denne bakgrunnen diskuterer jeg så (...) spenninger som oppstår i skjæringspunktet mellom strukturering og kultivering av skjønnets ulike dimensjoner. Diskusjonen tydeliggjør at den medisinske profesjonen ikke kan betraktes som en selvtilstrekkelig premissleverandør når det gjelder å sikre adekvat kultivering av medlemmenes skjønnsutøvelse i en klinisk kontekst. Ved å synliggjøre og vektlegge de relevante profesjonseksterne bidragene i profesjonens pågående selvregulering kan befolkningens berettigete tillit til profesjonen styrkes ytterligere.Nøkkelord: strukturelt skjønn, epistemisk skjønn, profesjon, selvregulering, tillitEnglish summary: In Between Structures of Society and Profession: On Delimitation, Cultivation and Premises for Adequately Exercising Judgment in the Role as PhysicianThe point of departure of this article is a distinction between societal structures that delimit the discretion of the physician on the one hand and the profession's arrangements for the cultivation of the physician's judgment on the other. By developing H. Grimen and A. Molander's application of S.E. Toulmin's model for practical reasoning in a clinical context, the multi-dimensional epistemic structure of the physician's judgment in terms of technical, distributive, and relational judgment is accounted for. Against this backdrop, tensions emerging in the intersection between delimitation and cultivation of professional judgment in its various dimensions are discussed. The discussion clarifies that the medical profession is not a self-sufficient provider when it comes to ensuring an adequate cultivation of its members' judgment in a clinical context. It is argued that by emphasising and implementing the relevant external contributions to the profession's ongoing self-regulation, the public's justified trust in the medical profession can be strengthened. (shrink)

Comments on:Charles T. Mathewes, Agency, Nature, Transcendence, and Moralism: A Review of Recent Work in Moral Psychology.

R T Allen; Rational Autonomy: the destruction of freedom, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 199–207, https://doi.org/10.

Professor R. J. Getty has drawn attention to a tenth- or early eleventh-century manuscript of Statius’ Thebaid, hitherto examined only in Book I, namely Turonensis . Dr. Klotz, in his Teubner edition of 1908, gave citations from Book I, and wrote , ‘dolendum est sane de hoc codice primum tantum librum innotuisse, sed cum Roffensis libri maxime affinis accuratiorem notitiam haberemus, collatione quamvis -aegre careri posse nobis visum est.’ I have collated both T and Roffensis in full, and find firstly (...) that the citations of r by Klotz are far from accurate, especially in the last six books, and secondly that while it is indeed true thatT and r are very closely related, T is a much better representative than r of their common source. (shrink)

R T Allen; I'll Say it Again: a rejoinder to Jim Mackenzie, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 113–114, https://doi.org/.

R T Allen; Idealism, Theism and Education: some footnotes to Gordon & White, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 283–.

R T Allen; The Philosophy of Michael Polanyi and its Significance for Education, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Pages 167–.

R K Elliott; The Concept of Creativity, Journal of Philosophy of Education, Volume 5, Issue 1, 30 May 2006, Pages 97–104, https://doi.org/10.1111/j.1467-9752.19.

R M Hare; Value Education in a Pluralist Society, Journal of Philosophy of Education, Volume 10, Issue 1, 30 May 2006, Pages 7–23, https://doi.org/10.1111/j.146.

Bu makale, Sözde-Aristoteles’in Risâletü’t-Tüffâha veya Kitâbü’t-Tüffâha’sını (Lat. Liber de Pomo) tarihçesi, muh- temel yazarı ve yazmaları itibarıyla incelemekte, içeriği hakkında genel bir bakış sunmakta ve daha önce tahkikli neşri yapılmamış olan Arapça tam versiyonunun tahkikli neşrini içermektedir. Tahkikte, risalenin orijinal Arapça versiyonuna en yakın yazma nüshası esas alınmış ve ikinci bir tam nüsha ile karşılaştırma yapılmıştır. Makalede Risâletü’t-Tüffâha’nın ilk olarak Kindî-çevresinde Arapça telif edildiği, ardından Bâtınî-İsmâilî ve Hermetik gelenek- lerde alımlandığı ve hikemiyât literatüründe ve tabakat eserlerinde dolaşıma girdiği öne sürülmektedir. (...) Bununla birlikte, bilimsellik vurguları ve risalenin sözde bir eser olduğuna dair farkındalıkları sebebiyle Meşşâî filozoflara göre Risâletü’t-Tüffâha makbul bir risale değildir. Ayrıca, İbrânî-Latin geleneğinin risaleye ilgisi felsefenin Yahudi ve Hıristiyan toplumlarında kabul görmesini kolaylaştıracak şekilde Aristoteles’in tüm eserlerini alımlamaya yönelik geniş çaplı gayretlerinin bir parçası olduğu için dikkate değerdir. Sonuç olarak, Sözde-Aristoteles’in Risâletü’t-Tüf- fâha’sı felsefeyle dinin uzlaştırılmasını kolaylaştıran dinî-felsefî bir eser olup İslâm, Yahudi ve Hıristiyan çevrelerde özellikle bu nedenden dolayı dolaşıma girmiştir. (shrink)