Aristotle maintains that every man has, or should have, a single end, a target at which he aims. The doctrine is stated in E.N. I 2. ‘If, then, there is some end of the things we do which we desire for its own sake, and if we do not choose everything for the sake of something else, clearly this must be the good and the chief good. Will not the knowledge of it, then, have a great influence on life? Shall (...) we not, like archers who have a mark to aim t, be more likely to hit upon what is right?’. Aristotle does not here prove, nor need we understand him as claiming to prove, that there is only one end which is desired for itself. He points out correctly that, if there are objects which are desired but not desired for themselves, there must be some object which is desired for itself. The passage further suggests that, if there were one such object and one only, this fact would be important and helpful for the conduct of life. (shrink)

W. F. R. Hardie; X—Aristotle's Doctrine that Virtue is a “Mean”, Proceedings of the Aristotelian Society, Volume 65, Issue 1, 1 June 1965, Pages 183–204, https.

The current study is a pilot trial to examine the effects of a nonelective, classroom-based, teacher-implemented, mindfulness meditation intervention on standard clinical measures of mental health and affect in middle school children. A total of 101 healthy sixth-grade students (55 boys, 46 girls) were randomized to either an Asian history course with daily mindfulness meditation practice (intervention group) or an African history course with a matched experiential activity (active control group). Self-reported measures included the Youth Self Report (YSR), a modified (...) Spielberger State-Trait Anxiety Inventory, and the Cognitive and Affective Mindfulness Measure –Revised. Both groups decreased significantly on clinical syndrome subscales and affect but did not differ in the extent of their improvements. Meditators were significantly less likely to develop suicidal ideation or thoughts of self-harm than controls. These results suggest that mindfulness training may yield both unique and non-specific benefits that are shared by other novel activities. (shrink)

This is an English translation of Schelling's Ideas for a Philosophy of Nature (first published in 1797 and revised in 1803), one of the most significant works in the German tradition of philosophy of nature and early nineteenth-century philosophy of science. It stands in opposition to the Newtonian picture of matter as constituted by inert, impenetrable particles, and argues instead for matter as an equilibrium of active forces that engage in dynamic polar opposition to one another. In the revisions of (...) 1803 Schelling incorporated this dialectical view into a neo-Platonic conception of an original unity divided upon itself. The text is of more than simply historical interest: its daring and original vision of nature, philosophy, and empirical science will prove absorbing reading for all philosophers concerned with post-Kantian German idealism, for scholars of German Romanticism, and for historians of science. (shrink)

G. W. F. Hegel is an immensely important yet difficult philosopher. Philosophy of Mind is the third part of Hegel's Encyclopaedia of the Philosophical Sciences, in which he summarizes his philosophical system. It is one of the main pillars of his thought. Michael Inwood presents this central work to the modern reader in an intelligible and accurate new translation---the first into English since 1894---that loses nothing of the style of Hegel's thought. In his editorial introduction Inwood offers a philosophically sophisticated (...) evaluation of Hegel's ideas which includes a survey of the whole of Hegel's thought and detailed analysis of the terminology he used. (shrink)

The words “free will” have uses in ordinary talk as in “free will offering” and, most commonly, in the expression “of my own free will.” We all know what states of affairs make this expression applicable, and its standard use is defined by this application. Yet philosophers discuss, or used to discuss, whether the will is free, libertarians saying that it is and determinists denying this. Are they, or were they, asking whether anyone ever acts of his own free will? (...) If so, the question asked was absurd. (shrink)

Rapid developments in Artificial Intelligence are leading to an increasing human reliance on machine decision making. Even in collaborative efforts with Decision Support Systems (DSSs), where a human expert is expected to make the final decisions, it can be hard to keep the expert actively involved throughout the decision process. DSSs suggest their own solutions and thus invite passive decision making. To keep humans actively ‘on’ the decision-making loop and counter overreliance on machines, we propose a ‘reflection machine’ (RM). This (...) system asks users questions about their decision strategy and thereby prompts them to evaluate their own decisions critically. We discuss what forms RMs can take and present a proof-of-concept implementation of a RM that can produce feedback on users’ decisions in the medical and law domains. We show that the prototype requires very little domain knowledge to create reasonably intelligent critiquing questions. With this prototype, we demonstrate the technical feasibility to develop RMs and hope to pave the way for future research into their effectiveness and value. (shrink)

Originally published in 1926, this volume charts the achievements of Edward Thring, arguably the most original and striking figure in the schoolmaster world of England in the nineteenth century. Abroad, he was the only English schoolmaster of his generation widely known by name. The principles upon which he relied were that every boy should be taught, and the less able the boy, the more able should be the teacher who was set to deal with him; that no class should exceed (...) twenty-five boys; that each boy should have privacy in the dormitories and that trust between boys and masters was paramount. These were revolutionary principles in educational terms at the time but they have endured to form the cornerstones of British boarding-schools which are still recognized today. (shrink)

The heart of philosophy is metaphysics, and at the heart of the heart lie two questions about existence. What is it for any contingent thing to exist? Why does any contingent thing exist? Call these the nature question and the ground question, respectively. The first concerns the nature of the existence of the contingent existent; the second concerns the ground of the contingent existent. Both questions are ancient, and yet perennial in their appeal; both have presided over the burial of (...) so many of their would-be undertakers that it is a good induction that they will continue to do so. For some time now, the preferred style in addressing such questions has been deflationary when it has not been eliminativist. Ask Willard Quine what existence is, and you will hear that "Existence is what existential quantification expresses. "! Ask Bertrand Russell what it is for an individual to exist, and he will tell you that an individual can no more exist than it can be numerous: there 2 just is no such thing as the existence of individuals. And of course Russell's eliminativist answer implies that one cannot even ask, on pain of succumbing to the fallacy of complex question, why any contingent individual exists: if no individual exists, there can be no question why any individual exists. Not to mention Russell's modal corollary: 'contingent' and 'necessary' can only be said de dicto (of propositions) and not de re (of things). (shrink)

The various discussions on morals which have recently appeared in the pages of this journal, like most modern discussions of the subject, have had to concern themselves with two antitheses, between the good and the right, and between duty and interest. As to the first, is the good what it is because it is right, or is right what it is because it is good? Or may the two be distinct, so that what is right is not necessarily good? And (...) if it is not good, is it bad? Or do the right and the good overlap? For the second, the antithesis between duty and interest—“of course,” says one, “the two have nothing to do with one another; the more carefully we keep them apart, the better.” In rare instances, indeed, it will be allowed that my duty may coincide with my interest; but when it does so, it is felt to be shorn of half its worth. If it pays me to tell the truth, what thank have I for all my veracity? (shrink)

In this module, which first appeared in Vol. 9, Nos. 2&3, pp. 168-170, 1989, an error in a formula appeared three times: CO2 and C2HSOH should read CO2. The entire article is reprinted here. The editors apoligize for this and regret any confusion this may have caused.