This is a close scrutiny of "De Anima II 5", led by two questions. First, what can be learned from so long and intricate a discussion about the neglected problem of how to read an Aristotelian chapter? Second, what can the chapter, properly read, teach us about some widely debated issues in Aristotle's theory of perception? I argue that it refutes two claims defended by Martha Nussbaum, Hilary Putnam, and Richard Sorabji: (i) that when Aristotle speaks of the perceiver becoming (...) like the object perceived, the assimilation he has in mind is ordinary alteration of the type exemplified when fire heats the surrounding air, (ii) that this alteration stands to perceptual awareness as matter to form. Claim (i) is wrong because the assimilation that perceiving is is not ordinary alteration. Claim (ii) is wrong because the special type of alteration that perceiving is is not its underlying material realisation. Indeed, there is no mention in the text of any underlying material realisation for perceiving. The positive aim of II 5 is to introduce the distinction between first and second potentiality, each with their own type of actuality. In both cases the actuality is an alteration different from ordinary alteration. Perception exemplifies one of these new types of alteration, another is found in the acquisition of knowledge and in an embryo's first acquisition of the power of perception. The introduction of suitably refined meanings of 'alteration' allows Aristotle to explain perception and learning within the framework of his physics, which by definition is the study of things that change. He adapts his standard notion of alteration, familiar from "Physics" III 1-3 and "De Generatione et Corruptione" I, to the task of accounting for the cognitive accuracy of (proper object) perception and second potentiality knowledge: both are achievements of a natural, inborn receptivity to objective truth. Throughout the paper I pay special attention to issues of text and translation, and to Aristotle's cross-referencing, and I emphasise what the chapter does not say as well as what it does. In particular, the last section argues that the textual absence of any underlying material realisation for perceiving supports a view I have defended elsewhere, that Aristotelian perception involves no material processes, only standing material conditions. This absence is as telling as others noted earlier. Our reading must respect the spirit of the text as Aristotle wrote it. (shrink)

Appearing in English for the first time, Schelling’s 1842 lectures develop the idea that many philosophical concepts are born of religious-mythological notions.

This book is a philosophical discussion of moral, legal, and medical issues related to aging, dying, and death. One of its aims is to decide whether and when it might make sense to not resist or bring about the end of one's life. To answer this question it considers views about meaning in life and what makes life worth living. It also evaluates recent attempts to help the general public plan in advance for the end of life. It also considers (...) whether or not physician-assisted suicide is morally permissible and if it should be legalized. (shrink)

This article is detective work, not philosophy. J. S. Mill's Autobiography records that at the age of seven he read, in Greek, ‘the first six dialogues of Plato, from the Euthyphron to the Theaetetus inclusive’. Which were the other dialogues? On the arrangement common today, it would be Crito, Apology, Phaedo, Cratylus. On the arrangement common then, Theages and Erastai replace Cratylus, which makes seven dialogues. I show that this must be the answer by the evidence of James Mill's commonplace (...) books and his writings on Plato. These reveal which collected edition of Plato he owned and which he would want to own. Conditions for studying Plato in the original were much harder than we are used to. The inquiry highlights both the ideological purity of the education James Mill designed for his son, and the difficulties he faced in realizing his plan. (shrink)

Anaxagoras’ theory of matter offers a problem which, in bald outline, may be stated as follows. The theory rests on two propositions which seem flatly to contradict one another. One is the principle of Homoeomereity: A natural substance such as a piece of gold, consists solely of parts which are like the whole and like one another—every one of them gold and nothing else. The other is: ‘There is a portion of everything in everything’, understood to mean that a piece (...) of gold , so far from containing nothing but gold, contains portions of every other substance in the world. Unless Anaxagoras was extremely muddleheaded, he cannot have propounded a theory which simply consists of this contradiction. One or the other proposition must be reinterpreted so as to bring them into harmony. Some critics attack one, some the other; some try to modify both. Mr. C. Bailey has recently published a fresh attempt to reconstruct the theory in a form consistent with itself. But the result, as he admits, is arbitrary and uneconomical. These defects, like all the contradictions and obscurities found in other accounts of the system, can be traced to the second proposition: ‘There is a portion of everything in everything’, or rather to the construction put upon it. The language is crude, vague, and ambiguous. What does ‘everything’ mean? Has the first ‘everything’ the same sense as the second ? If taken to mean that there is a portion of every material substance in every material substance, the proposition leads to a result for which ‘uneconomical’ is an indulgent epithet. (shrink)

M. F. Burnyeat taught for 14 years in the Philosophy Department of University College London, then for 18 years in the Classics Faculty at Cambridge, 12 of them as the Laurence Professor of Ancient Philosophy, before migrating to Oxford in 1996 to become a Senior Research Fellow in Philosophy at All Souls College. The studies, articles and reviews collected in these two volumes of Explorations in Ancient and Modern Philosophy were all written, and all but two published, before that decisive (...) change. Whether designed for a scholarly audience or for a wider public, they range from the Presocratics to Augustine, from Descartes and Bishop Berkeley to Wittgenstein and G. E. Moore. Their subject-matter falls under four main headings: 'Logic and Dialectic' and 'Scepticism Ancient and Modern', which are contained in this first volume; 'Knowledge' and 'Philosophy and the Good Life' make up the second volume. The title 'Explorations' well expresses Burnyeat's ability to discover new aspects of familiar texts, new ways of solving old problems. In his hands the history of philosophy becomes itself a philosophical activity. (shrink)

In this paper, I explore a seldom-recognized connection between the ontology of abstract objects and a current issue in the philosophy of chemistry. Specifically, I argue that realism with regard to universals implies a view of chemical elements similar to F.A. Paneth’s thesis about the dual nature of the concept of element.

Lecture I begins with a brief history of changing views on what the Trolley Problem is and attempts to solve it. The lecture then critically examines Judith Thomson’s recent view that a moral distinction between killing and letting die, and between what a conductor of the trolley or a mere bystander may do to save people from the trolley, eliminates what she now thinks of as the Trolley Problem. The last part considers a different argument for the conclusion that Thomson (...) now favors, but ultimately attempts to resurrect the Trolley Problem, suggesting that it is not who turns the trolley that makes the turning permissible. (shrink)

Context: The dominant approach to the study of perception is representational/computational, with an emphasis on the achievements of the brain and the nervous system, which are taken to construct internal models of the world. Alternatives include ecological, embedded, embodied, and enactivist approaches, all of which emphasize the centrality of action in understanding perception. Problem: Despite sharing many theoretical commitments that lead to a rejection of the classical approach, the alternatives are characterized by important contrasts and points of divergence. Here we (...) focus on the enactive and ecological approaches, in particular, on how they construe the status of the environment and the content of perception. Method: We begin with a review of James Gibson’s ecological psychology, highlighting it as a psychology for all organisms not just humans. Against this backdrop, we consider enactivist arguments against direct perception - a central assertion of the ecological approach - and in favor of interpreting the activity of perceptual agents as a kind of construction of a perceptually meaningful world. Results: We assess the merits of this interpretation and we conclude that it cannot be grounded on fundamental principles such as thermodynamics and organism-environment mutuality. Implications: As a consequence, enactivism remains close to representationalism and entails a form of dualism. Constructivist content: We advance a criticism of the constructivist foundations of the enactive approach to perception. Perception-action mutuality at the heart of enactivism does not require mental construction; indeed, perception-action mutuality obviates construction. (shrink)

The earlier part of this paper yielded the result that the assertion ‘A portion of everything in everything’ has no place or function in the explanation of any sort of apparent ‘becoming’ or change. This conclusion is important because, ever since Aristotle, it has been assumed that the assertion was made in order to explain away becoming and change. But if , according to the best evidence, becoming and such sorts of change as Anaxagoras considered can be explained away without (...) using the assertion at all, it follows that the motive for it must be sought, not in the processes of apparent becoming and change, but in the permanent constitution of the ungenerated and unchanging things which figure as elements in the system. A visible mass of gold or of flesh is formed by the aggregation of smaller particles of gold or of flesh, and it is infinitely divisible into parts, every one of which is gold or flesh. But what is the constitution of a piece of gold of whatever size, and how does it differ from the constitution of a piece of flesh? The proposition we have so far successfully excluded comes in here as part of the answer to this question. (shrink)

This book has been considered by academicians and scholars of great significance and value to literature. This forms a part of the knowledge base for future generations. So that the book is never forgotten we have represented this book in a print format as the same form as it was originally first published. Hence any marks or annotations seen are left intentionally to preserve its true nature.

Collaborative research practices in the field of plant genetic resources must follow the principles of fairness and equity as defined in the Convention on Biological Diversity (CBD) and in the International Treaty on Plant Genetic Resources for Food and Agriculture (ITPGRFA). In this context the concepts of fairness and equity generally refer to the substantive and procedural dimensions associated with sharing the benefits of this research. But neither term is clearly defined by these international treaties, and the meanings attributed to (...) the concepts vary among different societies. This paper looks at the question of how to account for the diversity among value systems when conducting research that implicates diverse stakeholders and respects the requirements of fairness and equity. We incorporated an auto-ethnography method developed as part of a multi-stakeholder network involved in research projects on plant genetic resources in West Africa. A theatrical device was used as a framework for testing the principles of fairness and equity, helping us to collectively identify feelings of injustice, and explore the conditions for making collaborative research practices more ethical in ways that respect the perspectives of different stakeholders. In an environment of extensive political and socio-cognitive inequality, this approach makes it possible to explain the criteria relating to interactional justice and expectations in terms of socio-political and socio-emotional benefits. It also invites us to consider the principles of fairness and equity in a framework of ethical competence that goes beyond international directives. (shrink)

t. 1. Obʺektivnai︠a︡ dialektika -- t. 2. Subʺektivnai︠a︡ dialektika -- t. 3. Dialektika prirody i estestvoznanii︠a︡ -- t. 4. Dialektika obshchestvennogo razvitii︠a︡ -- t. 5. Kritika idealisticheskikh kont︠s︡ept︠s︡iĭ dialektiki.