Suppose it were known, by someone else, what you are going to choose to do tomorrow. Wouldn't that entail that tomorrow you must do what it was known in advance that you would do? In spite of your deliberating and planning, in the end, all is futile: you must choose exactly as it was earlier known that you would. The supposed exercise of your free will is ultimately an illusion. Historically, the tension between foreknowledge and the exercise of free will (...) was addressed in a religious context. According to orthodox views in the West, God was claimed to be omniscient (and hence in possession of perfect foreknowledge) and yet God was supposed to have given humankind free will. Attempts to solve the apparent contradiction often involved attributing to God special properties, e.g. being 'outside' of time. However, the trouble with such solutions is that they are generally unsatisfactory on their own terms. Even more serious is the fact that they leave untouched the problem posed not by God's foreknowledge but that of any human being. Do human beings have foreknowledge? Certainly, of at least some events and behaviors. Thus we have a secular counterpart of the original problem. A human being's foreknowledge, exactly as would God's, of another's choices would seem to preclude the exercise of human free will. Various ways of trying to solve the problem – e.g. by putting constraints on the truth-conditions for statements, or by 'tightening' the conditions necessary for knowledge – are examined and shown not to work. Ultimately the alleged incompatibility of foreknowledge and free will is shown to rest on a subtle logical error. When the error, a modal fallacy, is recognized, and remedied, the problem evaporates. (shrink)

When Did I Begin? investigates the theoretical, moral, and biological issues surrounding the debate over the beginning of human life. With the continuing controversy over the use of in vitro fertilization techniques and experimentation with human embryos, these issues have been forced into the arena of public debate. Following a detailed analysis of the history of the question, Reverend Ford argues that a human individual could not begin before definitive individuation occurs with the appearance of the primitive streak about two (...) weeks after fertilization. This, he argues, is when it becomes finally known whether one or more human individuals are to form from a single egg. Thus, he questions the idea that the fertilized egg itself could be regarded as the beginning of the development of the human individual. The author also differs sharply, however, from those who would delay the beginning of the human person until the brain is formed, or until birth or the onset of conscious states. (shrink)

Social signaling models predict that subtle variation in climatic temperature induces systematic changes in expressed cognition. An experiment showed that perceived room temperature was associated with variability in self-descriptions, social reactions of others, and desiring differing types of social networks. The findings reflect the tendency to inflate capacity demonstrations in warmer climates as a result of the social networking opportunities they enable.

Ford, Norman M Throughout history Catholics held the commonly accepted views of the times regarding human reproduction, and these views changed as advances were made in scientific knowledge. Hence, it would be best to begin with Aristotle's views on human reproduction.

Ford, Norman M Doctors and nurses understand the personal dignity of their patients and their natural desire to be healthy and happy. The aged with failing memories or mental impairments are persons whose dignity and moral worth remain intact. They also know patients differ in their personal circumstances, their faith, their stages of life's journey and their attitude to sickness and approach of death. This awareness enables them to adequately perform their valuable professional services from a subject centred perspective (...) as well as from an objective approach based on our shared rational human nature. All this needs to be re-affirmed for patients, especially the aged, those living with post coma unresponsiveness, Alzheimer's disease and any other unconscious state. (shrink)

This is an advanced study of systems of propositional logic which offers a comprehensive account of a wide variety of logical systems and which encourages students to take a critical stance towards the subject. A great variety of systems and subsystems are defined and compared as regards their deductive power and relation to their model theory. Interesting features include a more refined treatment of modal logic and the special attention given to the weakenings of classical logic. Useful appendices provide a (...) topical bibliography and review of basic set theory. (shrink)

In books on the calculus of probability, there have been many accounts as to what is the meaning of the term “probable.” We can readily divide them into three groups. The first sometimes defines probability in terms of the ratio between the number of cases favorable to an event and the number of equally possible cases. Sometimes probability is defined in some way other than this, but the above formulation, or one similar to it is used to describe the “measure (...) of probability.” This concept is what is called “the classical concept” of probability and was held by the great workers in the field of probability from the beginning of the eighteenth and opening of the nineteenth centuries, including James Bernoulli, Thomas Bayes, and the Marquis de Laplace. The second conceives of probability as a logical relation between hypothesis and evidence. Following this conception, one could identify “probability” with “degree of confirmation.” We will term this the “logical concept.” The third group identified probability with the relative frequency with which a property occurs in a specified class of elements. We will call this the “frequency concept.”. (shrink)

Problems related to the operator form of the generalized canonical momenta in quantum mechanics are resolved by use of the general quantum mechanical canonical point transformation method. This method can be applied to any general canonical point transformation irrespective of the relationship between the domains of the original and transformed variables. The differential representation of the original canonical momenta pi in the original coordinate space is −i $\begin{array}{*{20}c} / \\ h \\ \end{array}$ ∂/∂x i and of the transformed canonical momentap (...) i ′ in the transformed coordinate space is −i $\begin{array}{*{20}c} / \\ h \\ \end{array}$ ∂/∂x i ′. Relationships are derived between the eigenvalues of the original and transformed momenta in either space. The ordering problem for general point transformations is discussed and is shown to be solved. As an example of the generality of the method, it is demonstrated on the point transformation in three dimensions from Cartesian rectilinear to spherical rectilinear coordinates. (shrink)

"An overview of modern art theory and history, this anthology treats modern art as a complex cultural, political, and social process intimately connected with larger cultural, political, and social contexts."--Pearson.

Despite having international and national legislative frameworks and policies that guarantee children’s rights and encourage their participation in matters affecting them, consulting children has received scant scholarly attention in the African context. Notwithstanding this state of affairs, it is important to ask whether, in keeping with growing progressive practices, having children as active researchers is a feasible goal to achieve and, if so, how might this be possible. Drawing on Swartz and Nyamnjoh’s framework of research existing along an emancipatory (...) continuum, we argue for practical, methodological interventions to bridge the researcher–researched divide. We show, using four case studies, how giving children a voice – a key feature of emancipatory research – as participants in educational research has the potential to afford them space to co-enact the research and develop their sense of agency. The four case studies were drawn from investigations of lived experiences of orphaned children and conceptions of education quality in South Africa; consulting children about sex and HIV/AIDS education in South Africa, Tanzania and Kenya; a study of a community-based peer education programme in South Africa and language and mathematics skills assessments in a large-scale study. Within each case, we evaluate the extent to which the research methods used aims for and achieves children’s participation and emancipation and offer ways to overcome challenges for adopting emancipatory approaches in the schooling sector from ethical, policy and political perspectives. The article concludes with recommendations for implementing emancipatory methodologies in educational research involving children. (shrink)

This essay shows that some recent work by George Weaver can be reformulated in an especially perspicuous way within the theory of closure systems. Closure theoretic generalizations of some theorems of Robert Goldblatt are presented. And, more generally, the relation between closure systems and the deducibility relations of Goldblatt is explored.