Leibniz never tired of stressing the fundamental importance of the concept of continuity for philosophy, nor was he shy of attributing major importance to his own struggle through “the labyrinth of the continuum” for the subsequent development of his whole system of thought. Unfortunately, however, his own thought on the subject is something of a labyrinth itself, and from a modern point of view many of his pronouncements are apt to seem blatantly contradictory.Certain quotations seem to commit him unambiguously to (...) atomism. Thus to de Voider he writes: “Matter is not continuous, but discrete…. The same holds for changes, which are not truly continuous.” (To de Voider, 11th October 1705: G.II.279).2. (shrink)

In Appearance and Reality Bradley has much to say about relations. This is to be found particularly in Chapter 3 and Appendix B, but the whole of the book is on this subject in one way or another. His views aroused immediate opposition and Bertrand Russell, among others, strongly attacked the “doctrine of internal relations,” a phrase which, be it noted, does not occur in Chapter 3 at all and makes its appearance only as part of the controversy. Russell argued (...) that some relations at least are purely external, and that if one does not grant this one is left with no option but to reject pluralism, embrace monism, and regard all truths as analytic. With characteristic honesty Russell admitted that it was aversion to these consequences which stimulated his desire to rebut opinions of the kind that Bradley held. It is the thesis of this essay that while Bradley had something important to say about the “doctrine,” he made a more important point about relations and qualities which has been overlaid by the controversy about “internal relations,” and that this point is an extremely relevant one in the context of much modern philosophizing. I will therefore attempt first of all to draw out Bradley’s most important point about relations and qualities; secondly to consider what connection this has with the “internal relations” controversy; and thirdly to decide whether Russell was right in supposing what he did about pluralism, monism, and analytic truths. (shrink)

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)

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.

This essay offers a theoretical analysis of the changes which are taking place in the musical consciousness of listeners in the present phase of society. The author seeks rather to deduce the conditions of musical reception from the present stage of musical production. The first part of the article deals with changes in production as they affect the general consciousness of listeners. Light music is discussed as well as serious music insofar as it reaches the consumer. Changes in reception are (...) revealed in certain characteristics like the cult of the melody, of the voice, of the master violin, and they are tied up with specific economic concepts. Success plays a particularly important role in this connection.The second part is devoted to the retrogression in listening, analyzed psychologically. Docile passivity, imitation of pre-given patterns, and bitter resentment of the „abnormal“ have become characteristic for the listener. The author shows how this retrogression has become concretized in the formation of a „musical child’s language.“Many listeners seek to overcome passivity by a pseudo-activity. The social function of certain types like the jitter-bug, the radio amateur, or the man with a knack for jazz, are discussed.L’article entreprend d’interpréter sous forme d’une esquisse théorique les transformations qu’a subies la conscience musicale des auditeurs dans la phase actuelle de l’évolution sociale.On n’analyse pas psychologiquement les réactions des auditeurs ; mais on prend pour point de départ Tétât de la production, et de celui-ci on déduit celui de la réception.La première partie traite de la transformation de la production dans la mesure où celle-ci atteint la conscience commune des auditeurs. L’auteur considère aussi bien la musique légère que la soi-disant musique sérieuse et les modifications que connaît celle-ci pour parvenir à la consommation.Ces modifications font de la musique un fétiche. On en prend pour exemple le culte des „idées“ musicales, de la voix et des „violons de maître“. Le caractère fétiche de la musique se mesure au succès accumulé.Ensuite, on développe quelques catégories du fétichisme musical : dépravation, arrangement, „divertissement élevé“, idolâtrie de la perfection.Au fétichisme de la musique correspond du côté de l’auditeur une régression de la faculté d’entendre — phénomène qui fait l’objet de la deuxième partie de l’étude. On l’interprète comme l’attitude auditive caractéristique des „régressifs“. Soumission passive, imitation de l’antérieurement donné, fureur contre ce qui sort de la norme — définissent cette attitude, qui s’objective en un langage musical puéril en formation et dont quelques éléments sont esquissés.A cette passivité, de larges groupes d’auditeurs cherchent vainement à échapper par une pseudo-activité. Quelques types de pseudo-activité sont décrits : l’enthousiaste, le bricoleur et le „chic type“. On montre la fonction sociale de ces types.Enfin, on traite des possibilités dialectiques de l’audition du régressif. Une confrontation de l’expérience fondamentale de la musique radicalement neuve avec le mode régressif d’entendre termine l’article. (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)

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)

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

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.

This volume provides an introduction to the philosophy of education, which will enable students meeting the subject for the first time to find their way among the many specialized volumes. It deals in a non-technical way with the more important issues raised in a philosophical approach to education, and gives a clear idea of the scope of the subject. After discussing different theories of the aims of education, whether mechanistic or organic, the author addresses practical issues - for example, about (...) the curriculum, the distinction between education and indoctrination, the role of authority and discipline, and the place of religious and moral teaching. Finally he deals with some important aspects of education and the influence of different political structures on the philosophy of education. (shrink)

Book reviewed in this article:F.H. Bradley, Collected Works Volumes 1–5.

The Database on Ethics Related Legislation and Guidelines was launched in March 2007 as the fourth database of the UNESCO Global Ethics Observatory system of databases in ethics of science and technology. The database offers a collection of legal instruments searchable by region, country, bioethical themes, legal categories and applicability to specific articles of the UNESCO Universal Declaration on Bioethics and Human Rights and International Declaration on Human Genetic Data. This paper discusses the background and rationale for the database and (...) its role as a consultative and comparative resource hub for the study of ethics related legal instruments across the world, with the purpose of informing and inspiring relevant stakeholders on the implementation of the principles contained within the UNESCO declarations on bioethics. (shrink)