During the decades following the publication of Darwin's Origin of species in 1859, religious belief in England and in particular the Church of England experienced some of the most intense criticism in its history. The early 1860s saw the appearance of Lyell's Evidence of the antiquity of man , Tylor's research on the early history of mankind , Renan's Vie de Jésus , Pius IX's encyclical, Quanta cura, and the accompanying Syllabus errarum, John Henry Newman's Apologia , and Swinburne's notorious (...) Atalanta in Calydon ; it was in this period also that Arthur Stanley was appointed Dean of Westminster, and that Bills were introduced in Parliament to amend or repeal the ‘Test Acts’ as they affected universities. They were the years that witnessed Lyell present the case for geology at the British Association at Bath , the first meeting of the X-Club , and the award of the Royal Society's Copley Medal to Charles Darwin. These were the years in which, as Owen Chadwick has put it, ‘the controversy between “science” and “religion” took fire’. (shrink)

The logic BN4 was defined by R.T. Brady in 1982. It can be considered as the 4-valued logic of the relevant conditional. E4 is a variant of BN4 that can be considered as the 4-valued logic of entailment. The aim of this paper is to define reduced general Routley-Meyer semantics for BN4 and E4. It is proved that BN4 and E4 are strongly sound and complete w.r.t. their respective semantics.

The logic BN4 can be considered as the 4-valued logic of the relevant conditional and the logic E4, as the 4-valued logic of entailment. The aim of this paper is to endow E4 with a 2-set-up Routley-Meyer semantics. It is proved that E4 is strongly sound and complete w.r.t. this semantics.

The 1996 European Summer Meeting of the Association of Symbolic Logic was held held the University of the Basque Country, at Donostia (San Se bastian) Spain, on July 9-15, 1996. It was organised by the Institute for Logic, Cognition, Language and Information (ILCLI) and the Department of Logic and Philosophy of Sciences of the University of the Basque Coun try. It was supported by: the University of Pais Vasco/Euskal Herriko Unib ertsitatea, the Ministerio de Education y Ciencia (DGCYT), Hezkuntza Saila (...) (Eusko Jaurlaritza), Gipuzkoako Foru Aldundia, and Kuxta Fun dazioa. The main topics of the meeting were Model Theory, Proof Theory, Re cursion and Complexity Theory, Models of Arithmetic, Logic for Artifi cial Intelligence, Formal Semantics of Natural Language and Philosophy of Contemporary Logic. The Program Committee consisted of K. Ambos Spies (Heidelberg), J.L. Balcazar (Barcelona), J.E. Fenstad (Oslo), D. Israel (Stanford), H. Kamp (Stuttgart), R. Kaye (Birmingham), J.M. Larrazabal (San Sebastian), D. Lascar (Paris, chairman), A. Marcja (Firenze), G. Mints (Stanford), M. Otero (Madrid), S. Ronchi della Rocca (Torino), K. Segerberg (Uppsala) and L. Vega (Madrid). The organizing Committee consisted of X. Arrazola (San Sebastian), A. Arrieta (San Sebastian), R. Beneyeto (Valencia), B. Carrascal (San Se bastian), K. Korta (San Sebastian), J.M. Larrazabal (San Sebastian, chair man), J.C. Martinez (Barcelona), J.M. Mendez (Salamanca), F. Migura (Victoria) and J. Perez (Victoria). (shrink)

The application of metacognitive strategies is considered a basic skill of the student at any educational level. In the present study, we evaluate the reduced version of the Metacognitive Awareness of Reading Strategies Inventory in Spanish, a self-report instrument designed to measure the metacognitive awareness of students and their perception of the strategies that they use while they are reading school materials. MARSI-R is formed by three subscales: global reading strategies, problem-solving strategies, and strategies to support reading. We conducted a (...) confirmatory factor analysis in a Spanish student sample and the results shown relative inadequate fit for the proposed theoretical three-factor model. More important, the three subscales presented a high level of inter-correlation, which raises the need to assess to what extent the construct should be considered as unidimensional. We conducted two additional CFA models: a unidimensional model and a bifactor S-1 model, and the results indicated the presence of a strong general factor related to the GRS subscale. These results have important implications, since they imply that it is more appropriate to use the total score of the instrument derived of the S-1 model instead of the scores derived from each subscale. The bifactor S-1 model has allowed us to develop a closer approximation between the psychometric model and the theoretical model. (shrink)

L'exégèse de E. Schweizer dans Jesus : The Parable of God est construite sur un a priori protestant qui rappelle les positions théologiques de K. Barth et de R. Bultmann. La suggestion de substituer «parabole» à «sacrement» comme catégorie fondamentale pour une compréhension de Jésus conduit à considérer les positions catholique et protestante au sujet de l'analogie et de la liberté. Le contraste révèle en fait beaucoup de ressemblances quant à la structure fondamentale de la pensée, et la divergence (...) d'accentuation peut être dépassée par une philosophie et une théologie qui se préoccupe d'abord de la liberté et seulement ensuite des natures. Certaines considérations sont offertes ici en vue d'un progrès oecuménique. (shrink)

This paper examines the perceived ethical values of Malaysian managers. It is based on the opinions of 15 hypothetical ethical/unethical business situations from the 81 managers who agreed to participate in the survey. The findings of this study showed that these Malaysian managers have high ethical values. However 53% of the respondents believed that the ethical standards of today are lower than that of 15 years ago. Apparently, this is related to the existence of many unethical business practices prevalent in (...) the modern business world. The behavior of one's immediate superior is the most important factor in influencing managers to commit unethical practices. The results also indicate only a slight variation among the managers in terms of perceived ethical values by virtue of job position, job specialization, type of business activity or the size of the business organization. (shrink)

Plato can claim a preeminent place in the philosophy of education, for two reasons at least. The first is that he started the subject; the second is that he expressed with a force which has not since been surpassed a particular, seemingly authoritarian, view about it. Any liberal has to come to grips with this view, for which ‘Platonism’ is still the most appropriate name; and the first step is to determine more exactly what, in essence, the view is. This (...) paper will not be concerned with the close examination of Plato’s text; that must be left for a book about his moral philosophy that I am working on. I shall say nothing about the quaint details of the educational curriculum in the Republic or the Laws, which have distracted the attention of some commentators from more fundamental problems. What I aim to discuss is the question ‘Can virtue be taught?’, with which Plato introduces the subject in the Meno—the question which more than any other provides the incentive for his entire philosophical enterprise. (shrink)

In this chapter, conceived originally as the introduction to chapters 3 to 7, Hare shows how philosophical questions arise from the consideration of practical moral problems, such as war and euthanasia. The main task of moral philosophy, Hare argues, is to study the logical form of moral arguments and, in particular, the logical properties of moral words, such as ‘ought’, ‘right’, and ‘good’. All argument, including moral argument, depends on logic, and logical validity depends on the meaning of words. The (...) investigation of the meaning of the words and concepts, and thus the logic, employed in moral and other value judgements is, according to Hare, the distinctive contribution of the moral philosopher to the discussion of substantive moral questions. (shrink)

The thesis of Emotivism, a species of non‐descriptivism, is that there is more to the meaning of moral statements than syntax and truth conditions; in particular, moral statements have an expressive, and a causative aspect. Drawing upon J. L. Austin's distinction between illocutionary and perlocutionary acts, Hare argues that emotivists try to explain the meaning of moral statements, which they assimilate to imperatives, in terms of their perlocutionary effect. The difficulty with this is that, firstly, the emotivists hold a false (...) theory of imperatives, and secondly, perlocutionary effect cannot explain meaning. Furthermore, emotivists deny the possibility of rational moral argument, and therefore embrace irrationalism. Towards the end of this chapter, Hare identifies six essential features of moral language, and its logic, that must be recognized and accounted for by an adequate moral theory: Neutrality, Practicality, Incompatibility, Logicality, Arguability, and Conciliation. (shrink)

Intuitionism, the second type of descriptivism, is the theory that the truth conditions of moral statements depend on irreducible moral properties, which must be defined in moral terms. The intuitionist claims that we have knowledge of moral truths derived from moral intuition. However, because it is a subjective experience, one person's intuition may differ from another's, and the theory offers no way to decide between them. Intuitionism, Hare argues, is really a kind of Subjectivist Naturalism, or Subjectivism; and, as with (...) Naturalism, it also leads to relativism. Therefore, because it is exhausted by these two theories, descriptivism in general must be abandoned if we are to attain the sort of objectivity that will allow us to avoid relativism. (shrink)