In his "A Neglected Argument for the Reality of Goc" (1908), Charles Peirce argued for two dimensions of belief in God's reality. On the one side, he maintained that this belief would be useful for guiding the conduct of life; on the other side, he maintained that the belief could function as the first stage in a scientific inquiry. My suggestion in this paper is that we examine the last of Peirce's 1903 lectures on pragmatism at Harvard to see how (...) the possibility of this dual function arises out of his late theory of cognition in which the functional certainty of perception is brought to close quarters with the provisionality of hypotheses. The upshot is that for Peirce a healthful religious belief should internally "marry" science and religion —theory and practice — by allowing provisional and vague conceptions of God to carry on the work of guiding conduct. /// No texto "A Neglected Argument for the Reality of God" (1908), Charles Peirce defende que há duas dimensões de crença na realidade de Deus. Afirma, por um lado, que esta crença poderia ser útil para orientar o comportamento (conduct of life); por outro, que ela poderia ser como que o primeiro escalão numa investigação científica. A minha sugestão neste artigo é que, examinámos as últimas conferências de Peirce de 1903 sobre o pragmatismo em Harvard para ver como a possibilidade desta dupla função surge da sua última teoria de conhecimento (cognition) em que a certeza funcional de percepção é usada para aproximar o aspecto provisório das hipóteses. A consequência disso é que para Peirce uma saudável crença religiosa deve "juntar" internamente ciência e religião - teoria e prática - permitindo as concepções provisórias e vagas de Deus para continuar a tarefa de orientar o comportamento. /// Dans ce texte "Un argument négligé pour la réalité de Dieu" (1908), Charles Peirce soutient qu'il y a deux dimensions de croyance en la réalité de Dieu. Il afflrme, d'un côté, que cette croyance pourrait être utile pour orienter le comportement (conduct of life) et, par ailleurs, qu'elle pourrait être pour ainsi dire le premier niveau dans une recherche scientifique. Ma suggestion dans le présent article est que nous examinions les dernières conférences de Peirce en 1903 sur le pragmatisme à Harvard pour voir comment Ia possibilite de cette double fonction surgit de sa dernière théorie de la connaissance dans laquelle la certitude fonctionnelle de perception est utilisée pour aborder l'aspect provisoire des hypothèses. La conséquence en est que pour Peirce une saine croyance religieuse doit "unir" intrinsèquement science et religion - théorie et pratique - en permettant les conceptions provisoires et vagues de Dieu. (shrink)

This is the first volume compiling English translations of Leibniz's journal articles on natural philosophy, presenting a selection of 26 articles, only three of which have appeared before in English translation. It also includes in full Leibniz's public controversies with De Catelan, Papin, and Hartsoeker. The articles include work in optics, on the fracture strength of materials, and on motion in a resisting medium, and Leibniz's pioneering applications of his calculus to these issues by construing them as mini-max and inverse (...) tangent problems. Other topics covered by the articles include: criticisms of the Cartesian estimate of motive force and Leibniz's proposal of a different way of estimating force to replace it; a proposed theory of celestial motions and gravitation, and derivation of the inverse square law; challenge problems concerning the isochronous curve and the catenary; a sample of work on gaming theory; and Leibniz's critique of atomism. (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.

A study in the philosophy of mind, centred on the problem of 'intentionality' the sense in which emotions can be said to have objects, their relation to these objects, and the implications of this relation for our understanding of human action and behaviour. Dr Wilson sets his enquiry against a broad historical background on what distinguishes man from inanimate objects by describing both Cartesian view of man is matter plus mind and the neo-Wittgensteinian view that there is a dynamic behavioural (...) difference – causal notions being often inapplicable to human action. Dr Wilson goes on to show the controversies and arguments that arise from the notion of intentionality cannot be analysed in causal terms. Dr Wilson believes that this notion can be shown causally and sets out to prove it. Finally, he brings this argument to a larger context mentioning that it has far-reaching effects in natural and social sciences. (shrink)

This volume contains thirteen papers that were presented at the 2017 Annual Meeting of the Canadian Society for History and Philosophy of Mathematics/Société canadienne d’histoire et de philosophie des mathématiques, which was held at Ryerson University in Toronto. It showcases rigorously reviewed modern scholarship on an interesting variety of topics in the history and philosophy of mathematics from Ancient Greece to the twentieth century. A series of chapters all set in the eighteenth century consider topics such as John Marsh’s techniques (...) for the computation of decimal fractions, Euler’s efforts to compute the surface area of scalene cones, a little-known work by John Playfair on the practical aspects of mathematics, and Monge’s use of descriptive geometry. After a brief stop in the nineteenth century to consider the culture of research mathematics in 1860s Prussia, the book moves into the twentieth century with an examination of the historical context within which the Axiom of Choice was developed and a paper discussing Anatoly Vlasov’s adaptation of the Boltzmann equation to ionized gases. The remaining chapters deal with the philosophy of twentieth-century mathematics through topics such as an historically informed discussion of finitism and its limits; a reexamination of Mary Leng’s defenses of mathematical fictionalism through an alternative, anti-realist approach to mathematics; and a look at the reasons that mathematicians select specific problems to pursue. Written by leading scholars in the field, these papers are accessible to not only mathematicians and students of the history and philosophy of mathematics, but also anyone with a general interest in mathematics. (shrink)

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 )_.

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)

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

First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development in order to provide a more focused volume on moral education for students. Peters' background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: 'Freud's theory of Moral Development in Relation to that of Piaget' and 'Moral Education and the Psychology of Character'. He also displays balance in his acceptance that reason and feeling (...) are both of great importance where the subject of moral education is concerned. Although written some time ago, the book discusses issues which are still of considerable interest and importance today. (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)

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

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.

"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)

Hobbes would say that this level of apprehension is inevitable in any society that isn't governed by a sufficiently powerful central ruler. Just as in our world, some people or groups would have more power than others, and some of these might have more power than most. The Emperor would still be subject to the demands of the Spacing Guild, for example, while the Spacing Guild would still need to be on good terms with the governor of Arrakis because of (...) the Guild's absolute dependence upon spice. In a world like this, it would be difficult not to see potential threats around every corner, and with good reason. And in this state of wariness, political and social stability will be tough to attain. Hobbes had seen firsthand the terrible destruction that civil war could unleash, the horrific loss of life and destruction of security. (shrink)

This chapter contains sections titled: The Essay Concerning Human Understanding Locke's Political Philosophy.

R S Downie; Health Promotion and Health Education, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 3–11, https://doi.org/10.1111/j.14.

The author sets a goal to show the specificity of the formulation of universal prescriptive judgments about a virtuous act in the framework of Aristotelian ethical doctrine. To achieve this goal, Aristotle’s philosophy concept of practical wisdom is analyzed. It shows a necessity to distinguish the use of practical wisdom in a personal experience of the act and for forming the inter-subjective practical knowledge about making of a virtuous act. The specificity of ethics as practical knowledge and its difference from (...) individual moral experience are defined by means of the distinction of the use of practical wisdom. It also shows the limitations of practical syllogism as the main rational mechanism for the formation of inter-subjective practical knowledge. Additionally, the universal prescriptive judgments are divided into informative and functional: the former reveals the content of the action, the latter – its structure, that is, the former defines what a person must do, the latter defines what an action should be to comply with the right purpose, consequently, the right content. At the same time, the right content is recognized only in individual experience and can not be expressed universally, without losing its practical value. The author concludes that the formulation of informative universal prescriptive judgments is impossible within the framework of Aristotelian ethical doctrine. It is impeded by the unsolvable problem of the correlation between the general and the particular, the transition from descriptive judgments to prescriptive judgments. However, it is possible to formulate functional universal prescriptive judgments. They also constitute the methodological basis for criticism of the accepted in society moral norms, which are based on the past positive experience of actions. (shrink)