Huw Price has developed versions of naturalism and anti-representationalism to create a distinctive brand of pragmatism. ‘Subject naturalism’ focuses on what science says about human beings and the function of our linguistic practices, as opposed to orthodox contemporary naturalism’s privileging of the ontology of the natural sciences. Price’s anti-representationalism rejects the view that what makes utterances contentful is their representing reality. Together, they are to help us avoid metaphysical ‘placement problems’: how e.g. mind, meaning, and morality fit into the natural (...) world. By combining subject naturalism and his own ‘global’ version of expressivism with Robert Brandom’s inferentialism about content, Price proposes a pragmatist ‘anthropology’ as a replacement for substantively metaphysical approaches to placement problems. In this paper I argue that Price’s project cannot succeed, and that this shows something important about what form pragmatism ought to take. Price’s view doesn’t work because no subject naturalist vocabulary is sufficient to describe any assertional practice; there is no way to connect his expressive-functionalist explanations to the practices and concepts which are their subject – nor, even, to the human subjects who are the focus of a philosophical anthropology. I close by suggesting how we might improve on these shortcomings of Price’s pragmatism. (shrink)

Thermodynamics is an unusual theory. Prominent figures, including J.C. Maxwell and E.T. Jaynes, have suggested that thermodynamics is anthropocentric. Additionally, contemporary approaches to quantum thermodynamics label thermodynamics a ‘subjective theory’. Here, we evaluate some of the strongest arguments for anthropocentrism based on the heat/work distinction, the second law, and the nature of entropy. We show that these arguments do not commit us to an anthropocentric view but instead point towards a resource-relative understanding of thermodynamics which can be shorn of the (...) ‘subjective gloss’. (shrink)

In contemporary discussion of the philosophy of religion, or for that matter of any branch of philosophy, the names of Whitehead and Wittgenstein are not often linked. Whitehead's later work is, for the most part, treated as a rather specialized interest, an attractively under-cultivated field for the enterprising thesis-writer perhaps, but well away from the main centres of current philosophical activity. And what he has to say about specifically religious or theological issues 1 becomes simply one ramification of an ingenious (...) but somewhat eccentric system. Nonetheless, there is at least this much justification for considering it in relation to the much more influential and widely discussed views of Wittgenstein. Whitehead has some original things to say about God, Wittgenstein some original reasons for thinking that Whitehead's brand of originality is here radically misplaced. And the possibility or otherwise of such theological originality is an issue of very considerable importance for the philosophy of religion. (shrink)

The Clinton administration has been characterized by numerous efforts to encourage the use of technology in public education, rooted in the conviction that such activities are a prerequisite for improvements in the econonomy, the environment, and the overall quality of life. Urban public schools face particularly difficult challenges to such technology implementation. The challenges include aged physical plants, extreme funding difficulties, high levels of administrative turnover, and inadequate professional development programs. This article examines the implications of attempting to integrate extensive (...) technology into such environments and considers the perspective that technology is best viewed as part of, rather than a competitor to, the implementation of a school reform model. (shrink)

What is a natural kind? As we shall see, the concept of a natural kind has a long history. Many of the interesting doctrines can be detected in Aristotle, were revived by Locke and Leibniz, and have again become fashionable in recent years. Equally there has been agreement about certain paradigm examples: the kinds oak, stickleback and gold are natural kinds, and the kinds table, nation and banknote are not. Sadly agreement does not extend much further. It is impossible to (...) discover a single consistent doctrine in the literature, and different discussions focus on different doctrines without writers or readers being aware of the fact. In this paper I shall attempt to find a defensible distinction between natural and non-natural kinds. (shrink)

In each example an adjective is separated from its noun by a verb and an unqualified noun. The separation by the verb may be regarded as conditioned by the metre, but not the further separation by the unqualified noun, as the qualified and unqualified nouns are metrically interchangeable. Horace would appear to prefer the wider separation to the less wide.

Accepted quantum description is stochastic, yet history is nonstochastic, i.e., not representable by a probability distribution. Therefore ordinary quantum mechanics is unsuited to describe history. This is a limitation of the accepted quantum theory, rather than a failing of mechanics in general. To remove the limitation, it would be desirable to find a form of quantum mechanics that describes the future stochastically and the past nonstochastically. For this purpose it proves sufficient to introduce into quantum mechanics, by means of a (...) perfected formal correspondence, certain analogs of the classical initial-condition constants. Through the restoration of such parameters at the quantum level one accomplishes a natural accommodation of time anisotropy, wave-function reduction, and “event” description by quantum mechanical equations of motion alone, without the need for extra postulates (e.g., a projection postulate). This requires a complete restructuring of quantum measurement theory. (shrink)

Cognitive Development and Acquisition of Language.

The fact that the enclosing word order is not common in Latin prose, and is first found to any extent in the neoteric poet Catullus and in Cicero's Aratea, raises the possibility that they may owe this feature of their style to Alexandrian influence. In one way at least, in the inversion of connecting particles, atque, nam, etc., Alexandrian influence on Catullus' word order is generally admitted, e.g.

Solon's fragments 9–11 are preserved in three late authors: frr. 9 and 11 by Diodoros Sikelos , 9.20.2, Plutarch , Solon 3.6 and 30.3 respectively, and Diogenes Laertios , 1.50 and 1.51 respectively; and fr. 10 by Diogenes Laertios alone, 1.49. They are all quoted in the context of Solon's reaction to Peisistratos. Stories on this theme were circulating by the time of the Aristotelian Athenaion Politeia , and Rhodes' scepticism about them is well founded. Its author did not garnish (...) his version of events with these poems, nor indeed with any Solonian utterance, and he explicitly states that myth-making on this subject had already resulted in two stories about Solon and Peisistratos which were chronologically impossible. (shrink)

The following notes on the In Pisonem are largely based on the commentary of R. G. M. Nisbet . The references to the speech are by section and line of his text, and where my note is based on one of his I add a reference to the page of his commentary. 1. 20 voltus …, qui sermo quidam tacitus mentis est: ‘thoughts are usually revealed by the face.’ Add to Otto's, Seyffert-Muller's, and N.'s examples: Curtius 8. 6. 22 ‘voltus (...) haud sane securi animi index’, Juv. 9. 18 ff. (shrink)

If we need a figure to indicate the way in which the influence of Plato has passed through Europe, we must liken it, not to a river continually at the flood, but to an expanding atmosphere enveloping and pervading whatever it meets, an atmosphere with a perfume that has made some sick and others open their nostrils to take in the seed and substance of a new life. A river makes a linear path which, except perhaps for a few sinuosities (...) and an occasional overflow, can be traced with relative ease; but an atmosphere, enlarging itself in all dimensions, with attenuation here and condensation there and precise limits nowhere, offers neither clue nor pattern for the inquisitive historian who would, seek to plot its course. We may be prepared to find it anywhere. So it is with the metaphysics of Plato. No sphere of learning or of art has kept beyond its reach. Anyone who, by comprehending its particular incidence and its total range, would write the most remarkable single chapter in the history, of thought, would have to search the minds not merely of philosophers but also of saints, scientists, poets, painters, sculptors, statesmen, and educationists of all ages. He would even have to search for the breath of it among the innumerable works of fiction that tumble mechanically from our modern undiscriminating presses. The following, for example, is pure Platonism: “We come from a world where we have known incredible standards of excellence, and we dimly remember beauties which we have not seized again; and we go back to that world. Uncle Pio and Camila Perichole were tormenting themselves in an effort to establish in Peru the standards of the theatre in some heaven whither Calderon had preceded them.” To understand, alike in its emotional beauty and in its scientific severity, the metaphysic that underlies such charming phrases is perhaps an obligation, almost a necessity, and certainly a privilege. (shrink)

For years, both psychologists and the general public have been fascinated with the notion that there are gender differences in cognitive abilities; even now, flashy cover stories exploiting this idea dominate major news magazines, while research focuses on differences in verbal, mathematical, spatial, and scientific abilities across gender. This new volume in the Counterpoints series not only summarizes and addresses the validity of such research, but also questions its ideology and consequences. Why do we search so intently for these differences? (...) And what are the social and cultural implications of this relentless emphasis? Do biological mechanisms, in fact, contribute to the male-female differences in cognition? These are just a few of the questions generated by this controversial topic as it is debated throughout the book. (shrink)

It is traditionally believed that cerebral activation (the presence of low voltage fast electrical activity in the neocortex and rhythmical slow activity in the hippocampus) is correlated with arousal, while deactivation (the presence of large amplitude irregular slow waves or spindles in both the neocortex and the hippocampus) is correlated with sleep or coma. However, since there are many exceptions, these generalizations have only limited validity. Activated patterns occur in normal sleep (active or paradoxical sleep) and during states of anesthesia (...) and coma. Deactivated patterns occur, at times, during normal waking, or during behavior in awake animals treated with atropinic drugs. Also, the fact that patterns characteristic of sleep, arousal, and waking behavior continue in decorticate animals indicates that reticulo-cortical mechanisms are not essential for these aspects of behavior. (shrink)

The article is devoted to the significance of the irrational in education processes and to the role of teacher as an actor of psychological influence on the formation of child’s personality. Unfortunately, teacher education programs at universities do not properly introduce to the students all the aspects (including unconscious ones) of the interaction between people, in particular in the “teacher – student” system. At the same time, in the pedagogical literature there are no special works related to this issue. Psychological (...) theories and methods of education, which are designed to form and develop a personality, can simply destroy the necessary qualities in a child that lead to his independence and self-affirmation. Teachers who are incompetent in pedagogical issues often defend themselves by appealing to the well-known names of scientists and their theories. The theories should not become a dogma and a main path in education. They should serve as an auxiliary instrument. The theory of education is obliged to revise the content and form of the organization of educational process in accordance with the understanding and sense of the rhythm of the New World, taking into account the integration of educational concepts that provide a balance of the rational and irrational in the cognitive activity of a student. This balance is necessary for the full and comprehensive development of child’s personality, for the formation of his/her identity. The author of the article believes that under the conditions of large-scale simulacrization, virtualization, digitalization of the educational space, it is necessary to strengthen the emotional component of the educational process to avoid the final elimination of the aura (W. Benjamin) of the class area from the sphere of human relations in the “teacher – student – teacher” system. (shrink)

Laland and colleagues have sought to challenge the proximate–ultimate distinction claiming that it imposes a unidirectional model of causation, is limited in its capacity to account for complex biological phenomena, and hinders progress in biology. In this article the core of their argument is critically analyzed. It is claimed that contrary to their claims Laland et al. rely upon the proximate–ultimate distinction to make their points and that their alternative conception of reciprocal causation refers to phenomena that were already accounted (...) for by standard theory. (shrink)