arbitrary flowchart programs by introducing a new recursive function for each tag point. In the above example, one obtains: int = int1, p..... 1 h ), w...., y2r )_.

69 Thompson-Schill, S.L. _et al. _(1997) Role of left inferior prefrontal cortex 59 Buckner, R.L. _et al. _(1996) Functional anatomic studies of memory in retrieval of semantic knowledge: a re-evaluation _Proc. Natl. Acad._ retrieval for auditory words and pictures _J. Neurosci. _16, 6219–6235 _Sci. U. S. A. _94, 14792–14797 60 Buckner, R.L. _et al. _(1995) Functional anatomical studies of explicit and 70 Baddeley, A. (1992) Working memory: the interface between memory implicit memory retrieval tasks _J. Neurosci. _15, 12–29 and cognition (...) _J. Cogn. Neurosci. _4, 281–288 61 Bäckman, L. _et al. _(1997) Brain activation in young and older adults 71 Petrides, M. (1994) Frontal lobes and behavior _Curr. Opin. Neurobiol._ during implicit and explicit retrieval _J. Cogn. Neurosci. _9, 378–391. (shrink)

Boyers, R. and Orrill, R. Preface.--Rieff, P. The impoverishment of Western culture.--Rieff, P. Observations on the therapeutic.--Kolakowski, L. The psychoanalytic theory of culture.--Jones, J. Five versions of psychological man.--Cioran, E. M. Civilized man.--Jameson, F. Herbert Marcuse.--Beldoch, M. The therapeutic as narcissist.--Huizinga, J. Puerilism.--Brown, N. O. Rieff's "fellow teachers."--Nelson, B. and Wrong, D. Perspectives on the therapeutic in the context of contemporary sociology.--Sedgwick, P. Mental illness is illness.--Foucoult, M. History, discourse and discontinuity.

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.

Karl Popper est né à Vienne en 1902, et mort à Londres en 1994. En 2002, j’ai cru devoir organiser le premier colloque international consacré à son œuvre en Sorbonne, où il vint en 1937 parler de Tarski à l’occasion d’un fameux Congrès de Philosophie des Sciences, où étaient présents des penseurs aussi différents que Cavaillès et Reichenbach. Que l’on accepte ou non ses principales thèses, il s’agit à n’en pas douter de l’un des penseurs les plus importants du siècle (...) dernier, fondateur du « r... (shrink)

Karl Popper est né à Vienne en 1902, et mort à Londres en 1994. En 2002, j’ai cru devoir organiser le premier colloque international consacré à son œuvre en Sorbonne, où il vint en 1937 parler de Tarski à l’occasion d’un fameux Congrès de Philosophie des Sciences, où étaient présents des penseurs aussi différents que Cavaillès et Reichenbach. Que l’on accepte ou non ses principales thèses, il s’agit à n’en pas douter de l’un des penseurs les plus importants du siècle (...) dernier, fondateur du « r... (shrink)

I study in detail a proposal made by T. H. Boyer in an attempt to explain classically the Aharonov-Bohm (AB) effect. Boyer claims that in an AB experiment, the perturbation the external incident particle produces on the charge and current distributions within the solenoid will affect back the motion of the external particle. With a qualitative analysis based on energetic considerations, Boyer seemed to arrive at the conclusion that this perturbation could give account of the AB effect. (...) In this paper I make explicit calculations which show that Boyer's conjecture fails. Indeed I find that the perturbation produced on the solenoid, and then its effect on the external charge, is independent of the solenoid current and consequently cannot account for the AB effect, which is current dependent. (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)

This book examines the theme of the proof of God's existence from motion, as formulated by Aristotle, Cicero, Newton and Hegel. The author has an explicit methodology which he explains in the Introduction: to carry out philosophical semantics--not philosophical inquiry as such--by tracing this theme and disclosing its variations in respect to the four "coordinates" of philosophical semantics: selection of a domain for inquiry; interpretation of what is real and a basis for truth; method, or the model for connection of (...) propositions; and principle, the source of unity and justification for organized propositions. Aristotle's move from motion to the unmoved mover is examined in Chapter 1. Chapter 2 treats Cicero's attempt to examine various perspectives on motion and to distill the notion and existence of God from debates and opinions on the subject. Epicurean, Stoic and Academic opinions are extensively analyzed. In Chapter 3 Newton's move is from phenomenal motion to absolute motion, space and time, and thence to God as the original force in the world system, are discussed. Chapter 4 treats Hegel's interpretation of the process of thinking as a manifestation of God as absolute spirit. A conclusion reflects on the meta-philosophical problem of one theme in many historical appearances.--R. S. (shrink)

R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be (...) used to reinvigorate a conversation on one central educational aim—that of how we might educate citizens for the 21st century. (shrink)

R. S. Bluck’s engaging volume provides an accessible introduction to the thought of Plato. In the first part of the book the author provides an account of the life of the philosopher, from Plato’s early years, through to the Academy, the first visit to Dionysius and the third visit to Syracuse, and finishing with an account of his final years. In the second part contains a discussion of the main purpose and points of interest of each of Plato’s works. There (...) is a chapter on Plato’s central doctrine, the Theory of Ideas, and a translation of Plato’s _Seventh Letter_, which not only provides valuable additional material for the study of Plato’s thought but also contains a vivid account of many incidents in Plato’s life. (shrink)

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:/.

This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be (...) used to reinvigorate a conversation on one central educational aim—that of how we might educate citizens for the 21st century. (shrink)

This chapter contains sections titled: I The Nature of Philosophy of Education and Conceptual Analysis II Peters' Conception of Education and some of its Normative Implications III Peters' Indeterminacy of Educational Aims and the Need for Sustained Dialogue References.

This is a careful, line-by-line and often word-by-word commentary on Book XII of the Metaphysics. The commentary is preceded by a seven part introduction which deals with the theology of Book XII, noûs, self-knowledge, desire, the place of the book in Aristotle’s writings, its date and structure, and the problem of Chapter 8 and Aristotle’s monotheism. Elders claims Chapter 8 was not written by Aristotle but by a disciple or disciples. He also claims that Book XII contains at least five (...) other distinct treatises which come from different periods in Aristotle’s life. Throughout his book Elders summarizes the opinions of all the important modern and ancient commentators who have written on the questions he examines, and makes copious references to other Greek thinkers and other works of Aristotle. For example the section on self-knowledge moves through several dialogues of Plato and through Aristotle’s ethical writings. Philological observations abound, and Elders is sensitive to philosophical aspects in them. Some of his remarks about terms like ousia and dokei contain helpful philosophical insights. The presentation is lean, clear and direct. Elders has marked off another definite part of Aristotle’s Metaphysics and has supplied us with all the information, sources and scholarly commentary that are available for it.—R. S. (shrink)