The world appears to conscious creatures in terms of experienced sensory qualities, but science doesn't find sensory experience in that world, only physical objects and properties. I argue that the failure to locate consciousness in the world is a function of our necessarily representational relation to reality as knowers: we won't discover the terms in which reality is represented by us in the world as it appears in those terms. Qualia -- arguably a type of representational content -- will therefore (...) not be found in the physical world as characterized in experience or science. Instead, consciousness constitutes a subjective, representational reality for cognitive systems such as ourselves, and the physical world is a represented objective reality. I suggest that naturalistic approaches to explaining consciousness should acknowledge the non-objectivity of experience, and be constrained by evidence that consciousness accompanies certain sorts of behaviour-controlling representational functions carried out by complex, physically instantiated mind-systems. I evaluate a variety of current hypotheses about consciousness, and suggest that a mature science of representation may help explain why, perhaps as matter of representational necessity, experience arises as a natural but not objectively discoverable phenomenon. (shrink)

Awareness is a personal experience, which is only accessible to the rest of world through interpretation. We set out to identify a neural correlate of visual awareness, using brief subliminal and supraliminal verbal stimuli while measuring cerebral blood flow distribution with H215O PET. Awareness of visual verbal stimuli differentially activated medial parietal association cortex (precuneus), which is a polymodal sensory cortex, and dorsolateral prefrontal cortex, which is thought to be primarily executive. Our results suggest participation of these higher order perceptual (...) and executive cortical structures in visual verbal awareness. (shrink)

T W Moore; Education and the Ethics of Discrimination, Journal of Philosophy of Education, Volume 15, Issue 2, 30 May 2006, Pages 235–240, https://doi.org/10.11.

T W Moore; Punishment and Education, Journal of Philosophy of Education, Volume 1, Issue 1, 30 May 2006, Pages 29–34, https://doi.org/10.1111/j.1467-9752.1967.t.

T W Moore; Punishment and Education, Journal of Philosophy of Education, Volume 1, Issue 1, 30 May 2006, Pages 29–34, https://doi.org/10.1111/j.1467-9752.1967.t.

T W Moore; Education and the Ethics of Discrimination, Journal of Philosophy of Education, Volume 15, Issue 2, 30 May 2006, Pages 235–240, https://doi.org/10.11.

T W Moore; Punishment and Education, Journal of Philosophy of Education, Volume 1, Issue 1, 30 May 2006, Pages 29–34, https://doi.org/10.1111/j.1467-9752.1967.t.

This book comes strongly to the defence of educational theory and shows that it has a structure and integrity of its own. The author argues that the validity of educational theory may best be judged in terms of the various assumptions made in it. His argument is illustrated by a review and critique of some particularly influential theories of education: those of Plato, Rousseau, James Mill and John Dewey. He stresses the need for an on-going, contemporary, general theory of education (...) and examines the ways in which the disciplines of psychology, sociology and philosophy can contribute to a general theory of this kind. (shrink)

For half a century the idea of rational thought has been challenged by discoveries that call into question some of its foundations. How we actually think seems to be at odds with descriptive and prescriptive models that once held sway in the development of modern science and scholarship. One response to these challenges has been a loss of nerve. Another—the one on display in Rationality: Contexts and Constraints—is an active attempt to revise those models, so as to enhance their compatibility (...) with new discoveries, in a maximally coherent and inclusive way. Rationality: Contexts and Constraints is an inter-disciplinary reappraisal of the nature of rationality. In method it is pluralistic, drawing upon the analytic approaches of philosophy, linguistics, neuroscience, and more. These methods guide exploration of the intersection between hoary scholarship and cutting-edge philosophical or scientific research. In this way, Rationality: Contexts and Constraints contributes to development of a suitably revised, comprehensive understanding of rationality, one that befits the 21st century, one that is adequately informed by recent investigations of science, pathology, non-human thought, emotion, and even enigmatic Chinese texts that might previously have seemed to be expressions of irrationalism. • Addresses recent challenges and Identifies a direction for future research on rationality • Investigates the relationship between rationality and mental disorders such as delusion and depression • Assesses reasoning in artificial intelligence and nonhuman animals • Reflects on ancient Chinese Philosophy and possible cultural differences in human psychology • Employs philosophical reflection along with linguistic, probabilistic, and logical techniques -/- . (shrink)

Much else was done by Rose and Sullivan in their possibly conclusive attempt to restore sense to the rebus passage, but the reading super scorpionem locustam was Gaselee's, as Rose and Sullivan clearly acknowledge. This seems unluckily to have escaped B. Baldwin, otherwise he would have noticed that Gaselee also fancied in his correction an allusion to the poisoner Locusta. For those who may have difficulty in obtaining Gaselee's collotype reproduction, I quote the relevant part: ‘But what have lobsters to (...) do with poisoners? Is it permissible to see a more or less open reference to Locusta, the queen of all poisoners? If so, we have here another little piece of evidence which will help us to date the Satyricon.’. (shrink)

As the apparent variant is in the text, Ludvvich alters the scholion into S0009838800018516_inline1, which has not been found in any MS. so far. The only noticeable point prima facie about S0009838800018516_inline2 is that it is an S0009838800018516_inline3 . Therefore I would read S0009838800018516_inline6. Ludwich's index to his A.H.T. gives cases of the omission of ov or OVK in the scholia. We need not restrict S0009838800018516_inline7 There is too much tendency to restrict usage in matters of language. At one time (...) it was believed that μxs22EFποτε was the property of Didymus! S0009838800018516_inline8 ‘passage’ does not occur in the scholia we possess, τόπος however does . Compare the note on H 96S0009838800018516_eqnU1xs22EFν xs1F04λλxs1FF3 xs1F51βριταxs22EF. We must supply in sense χωρxs22EFxs1FF3, for the reference is to Callim. Del. 69, where this is the meaning of xs22EFπειλητxs22EFρες. (shrink)

I propose to fashion this paper after the pattern of a conventional sermon. That is, I shall begin by taking a text, and shall then elaborate on it. My text is a sentence of Whitehead, and it reads as follows: “It is more important that a proposition be interesting than that it be true; the importance of truth is that it adds to interest.” To my knowledge Whitehead makes this identical remark at least twice in his writings. It appears in (...) Process and Reality . And it appears again, word for word, several years later in Adventures of Ideas . The fact that he thus says it twice, in identical words, suggests to me that he is himself immensely pleased with it, and that he values highly the thought which it expresses. At this I am not at all surprised. For it seems to me that the remark enshrines one of those sudden flashes of insight for which Whitehead is famous, and which stamp him as, not merely the ordinary very clever or very learned man, but the man of genius. Speaking for myself, I can record that when I first read this remark it produced in me a sudden thrill, a sense of illumination, of the opening of new vistas, not wholly dissimilar to the thrill which, as a very young man, one felt when one first read certain stanzas of Shelley or Wordsworth. (shrink)

It is usual, since Wolf, to print πέλει in 396 instead of ποτί. The authority for this is very slight: E. M. 214. 33 from Diogenes βρόμος κυρίως το πυρς. ᾒχος. πεποιημένη δέ στιν ων κατ μμησιν το ποτελουµνου ψόφου ν πυρ, οον τσος γε πέλει βρόμος αθοµνοιο. schol. Ap. Rhod. III. 861 the etymology of Bx03B1;θριµώ … ἢ παρ το βρµον το πυρός. τσσος γρ πλεται βρµος γρ θες λαµπαδοΧος. It is not certain that either of these quotations refer (...) to our line; in the former, as will be noticed, πυρς is out of place, and we cannot tell how the second would have continued. In any case, it is not obvious what turned such an easy word as πλει into the difficult ποτ. (shrink)

The view of Homer which I have attempted to expound in articles recently contributed to this and other journals may be stated as follows: an individual, father of the children, first natural then spiritual, who bore his name and worshipped him, lived in Chios, of which island he was so much the glory that ‘ Chian ’ in the mouth of Simonides, himself a professional and an islander, means ‘ Homer.’ He was not blind, like his disciple the Chian Cynaethus, (...) but seeing: he selected, arranged, adorned and expanded two episodes in the stock of saga which the colonists brought with them from Europe. (shrink)

The Homeridae bear the name of Homer, and should point a path by which we may climb to his personality. In antiquity they were known to be a γένος, a constituted family-corporation, though the accounts of the functions they fulfilled are scanty. Modern criticism, with its usual fluctuation, began by taking them at their apparent value; then adopted from a Roman grammarian a rationalistic explanation of them; invented other similar rationalistic explanations; and finally my lamented colleague Mr. Binning Monro robbed (...) them of all significance by treating the word as an adjective, an equivalent of Ὁμηρικοí Men who are called Sons of Homer should not be lightly dismissed, and it may be worth while to go over the familiar evidence once more in the hope that this obvious avenue to Homer may not turn out a blind alley. (shrink)

Philosophy and philosophy of education Introduction This book sets out to give a brief and elementary introduction to philosophy of education, a specialised ...