The work of psychiatrist R. D. Laing deserves recognition as a key contribution to sociological theory, in dialogue with the interactionist and interpretivist sociological traditions. Laing encourages us to identify meaningful social action in what would otherwise appear to be nonsocial phenomena. His interpretation of schizophrenia as a rational strategy of withdrawal reminds us of the threat that others can pose to the self and how social relations are implicated in even the most "private" and "internal" of experiences. He developed (...) a far-reaching critical theory of the self in modern society, which challenges the medicalization and biochemical reduction of human problems. Using the case of shyness as an example, the article seeks to demonstrate the importance of Laing's theories for examining the fragility of the self in relation to contemporary social order. (shrink)

Some practical problems in the teaching of ethics to medical students are described. The definition of the objectives of the course remains the central aspect, and is more important than the specific content. The use of student projects, buzz groups, case histories and discussion points is described. There is a need for student assessment or examination at the end of the course. The teachers require a broad background in philosophy, clinical medicine and teaching skills. The learning of the teachers may (...) be as important as that of the students. (shrink)

A two-body quantum correlation is calculated for a particle reflecting from a moving mirror. Correlated interference results when the incident and reflected particle substates and their associated mirror substates overlap. Using the Copenhagen interpretation of measurement, an asynchronous joint probability density, which is a function both of the different positions and different times at which the particle and mirror are measured, is derived assuming that no interaction occurs between each measurement. Measurement of the particle first, in the correlated interference region, (...) results in a splitting of the mirror substate into ones which have and have not reflected the particle. An analog of the interference from the Doppler effect for only measurements of the particle, in this two-body system, is shown to be a consequence of the asynchronous measurement. The simplification obtained for a microscopic particle reflecting from a mesoscopic or macroscopic mirror is used to illustrate asynchronous correlation interferometry. In this case, the small displacement between these mirror states can yield negligible environmental decoherence times. In addition, interference of these mirror states does not vanish in the limit of large mirror mass due to the small momentum exchange in reflecting a microscopic particle. (shrink)

Self-, collective, and participative efficacy are strong predictors of sustainability action. Yet, few studies have investigated the dynamics and variability of efficacy beliefs. In this transdisciplinary study, we tested such factors in the context of a peer-to-peer coaching program for sustainability volunteers, embedded in a structured-educational context. Over weekends, 2 qualified coaches trained 36 German bottom-up, student-led sustainability initiatives. These coaches instructed students in team building, envisioning, project planning, and on-campus sustainability practice. While 317 participants completed our pre-questionnaire, N = (...) 165 completed both the pre- and post-questionnaire. As hypothesized, after having participated in the coaching weekend, action skills, collaboration skills, group identification, and self-, collective, and participative efficacy all increased. The latter of these increased, to our knowledge, for the first time in environmental psychology research. Group identification and having a vision emerged as important efficacy predictors, and participative efficacy beliefs in turn predicted volunteering. Moreover, we took initial steps in investigating the interaction of psychological and structural factors from a multilevel perspective. Our analyses revealed that efficacy beliefs on the individual level were higher when the university had a green office and when the student initiative was at a small university. We conclude by proposing an empowerment model for sustainability volunteers and by discussing the practical implications of our findings. (shrink)

These two volumes form a full portrait of Hans Reichenbach, from the school boy and university student to the maturing and creative scholar, who was as well an immensely devoted teacher and a gifted popular writer and speaker on science and philosophy. We selected the articles for several reasons. Many of them have not pre viously been available in English; many are out of print, either in English or in German; some, especially the early ones, have been little known, and (...) deal with subject-matters other than philosophy of science. The genesis and evolu tion of Reichenbach's ideas appeared to be of deep interest, and so we in cluded papers from four decades, despite occasional redundancy. We were, for example, pleased to include his extensive review article from the encyclo pedic Handbuch der Physik of 1929 on 'The Aims and Methods of Physical Knowledge', written at a time of creative collaboration between Reichenbach's Berlin group and the Vienna Circle of Schlick and Carnap. Reichenbach was a pioneer, opening new pathways to the solution of age-old problems in many fields: space, time, causality, induction and probability - philosophical analysis and interpretation of classical physics, relativity and quantum physics - logic, language, ethics, scientific explanation and methodology, critical appreciation and reconstruction of past metaphysical thinkers and scientists from Plato to Leibniz and Kant. Indeed, his own philosophical journey was initiated by his passage from Kant to anti-Kant. (shrink)

A non-technical review of the state of various of the life sciences—biology, genetics, ethology-as they provide data upon which to erect a philosophy of life. The philosophical problems taken up include emergence, the mind-body relation, and the relevance of evolutionary theory to questions in ethics. Thorpe is at his best when he is operating within the field of scientific biology, not so much as one reporting the results of specific research, but as one making an attempt to see some (...) unity in the total enterprise and results of the life sciences. From this perspective Thorpe finds organicism an hypothesis that is supported much more heavily than any form of reductivism, even at the level of molecular biology where Thorpe questions the mechanistic model that has been imposed, via information theory, on such elemental biological phenomena as gene structure and the working of DNA. Thorpe's philosophizing, however, though often suggestive, never takes the form of sustained argument, and one is sometimes hard put to draw the line between it and bits of biological speculation. Provocative and summative rather than definitive or original, but still quite worthwhile.—E. A. R. (shrink)

R. S. Peters on Education and Ethics reissues seven titles from Peters' life's work. Taking an interdisciplinary approach, the books are concerned with the philosophy of education and ethics. Topics include moral education and learning, authority and responsibility, psychology and ethical development and ideas on motivation amongst others. The books discuss more traditional theories and philosophical thinkers as well as exploring later ideas in a way which makes the subjects they discuss still relevant today.

First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as 'What do we actually mean by education?' and provides a proper ethical foundation for education in a democratic society. The book will appeal (...) to both teachers and students of philosophy as well as education. (shrink)

"Williams's masterful translation satisfies (at last!) a long-standing need. There are lots of good translations of Augustine's great work, but until now we have been forced to choose between those that strive to replicate in English something of the majesty and beauty of Augustine's Latin style and those that opt instead to convey the careful precision of his philosophical terminology and argumentation. Finally, Williams has succeeded in capturing both sides of Augustine's mind in a richly evocative, impeccably reliable, elegantly readable (...) presentation of one of the most impressive achievements in Western thought--Augustine's Confessions." --Scott MacDonald, Professor of Philosophy and Norma K. Regan Professor in Christian Studies, Cornell University. (shrink)

R S Peters; Education and the Educated Man, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 5–20, https://doi.org/10.1111/j.1467-9752.

Parkinson schreibt, es sei nicht klar, daß Alexander selbst von Geburt an Merkmale oder Zeichen des Ortes seines zukünftigen Todes in sich getragen haben müsse, weil der vollständige Begriff von Alexander den Begriff des in Babylon Sterbens enthält. Die vorliegende Interpretation des Prinzips der Vorherbestimmtheit der Geschichte verdeutlicht dies mit Hilfe der bildlichen Ausdrücke, Pläne und Dispositionen und mit Hilfe einer aristotelischen Unterscheidung zwischen "going to be" und "will be" , fur welche ein formaler chronologischer Apparat ausgearbeitet ist. Die Arbeit (...) gibt ebenfalls Einblick in den Gedanken, daB die Gegenwart schwanger mit der Zukunft ist, und antwortet auf Reschers Kritik, daß Leibniz' Metaphysik von Grund auf statisch sei. (shrink)

In Galileo's Error, Philip Goff sets out a manifesto for a post-Galilean science of consciousness. Article four of the manifesto reads: 'Anti-Dualism: Consciousness is not separate from the physical world; rather consciousness is located in the intrinsic nature of the physical world.' I argue that there is an important sense of ‘dualism’ in which Goff’s arguments are not only compatible with but entail dualism, and not only dualism but substance dualism. Substance dualism, in the sense I have in mind, is (...) the view that (i) there are two sides to reality, a fundamentally mental side and a fundamentally nonmental side; and (ii) the fundamentally mental side consists of mental substances resembling Cartesian souls. I do not suggest that this is bad news for post-Galilean science of consciousness. My aim is rather to push for a certain view about what a theory of consciousness motivated by Goff’s arguments must look like. (shrink)

Shaḥrūr, Muḥammad; Islamic philosophy; Qurʼan; hermeneutics; criticism, interpretation, etc.