This latest volume of BACAP Proceedings contains some innovative research by international scholars on Plato, Aristotle, and Sophocles. It covers such themes as Plato on the philosopher ruler, and Aristotle on essence and necessity in science. This publication has also been published in paperback, please click here for details.
Chalmers has argued for a form of property dualism on the basis of the concept of a zombie , and the concept of the inverted spectrum. He asserts that these concepts show that the facts about consciousness, such as experience or qualia, are really further facts about our world, over and above the physical facts. He claims that they are the hard part of the mind-body issue. He also claims that consciousness is a fundamental feature of the world like mass, (...) charge, etc. He says that consciousness does not logically supervene on the physical and all current attempts to assert an identity between consciousness and the physical are just as non-reductive as his dualism. They are simply correlations and are part of the problem of the explanatory gap. In this paper, three examples of strong identities between a sensation or a quale and a physiological process are presented, which overcome these problems. They explain the identity in an a priori manner and they show that consciousness or sensations logically supervene on the physical , in that it is logically impossible to have P and not to have Q. In each case, the sensation was predicted and entailed by the physical. The inverted spectrum problem for consciousness is overcome and explained by a striking asymmetry in colour space. It is concluded that as some physical properties realize some sensations or qualia that human zombies are not metaphysically possible and the explanatory gap is bridged in these cases. Thus, the hard problem is overcome in these instances. (shrink)
Plato's Meno presents a deceptively simple surface. Plato begins by having his character Meno ask Socrates how virtue is acquired. Instead of having Socrates respond directly, Plato has him divert the conversation to the question of what virtue is. But Plato's Meno isn't accustomed to the rigors of Socratic inquiry, and so Plato allows him to force the discussion back toward a version of his original question. After a series of false starts and frustrations, Plato ends his dialogue with (…) (...) - 12. Plato 12 (2012). (shrink)
From March 1841 until the end of 1845, W. R. Grove held the post of Professor of Experimental Philosophy at the London Institution. No previous study of the Institution has dealt in detail with the period of Grove's tenure of this, the first professorship. Here, by reference to the various manuscripts and publications of the Institution, and to Grove's papers and correspondence, it is possible to describe the background to Grove's appointment and the achievements of his term of office.
I shall argue that, according to Aristotle, the knowledge we may attain is profoundly qualified by our status as human knowers. Throughout the corpus, Aristotle maintains a separation of knowledge at the broadest level into two kinds, human and divine. The separation is not complete—human knowers may enjoy temporarily what god or the gods enjoy on a continuous basis; but the division expresses a fact about humanity's place in the cosmos, one that imposes strict conditions on what we may know, (...) with what degree of certainty, and in what areas. While passages bearing on human knowledge are familiar, looking at them collectively and in comparison with certain other well known Aristotelian doctrines may significantly affect how we understand the goals of his philosophy and why our hopes for reaching them must be limited. (shrink)
Matthew Walker’s book argues that contemplation is not useless as “traditionally” claimed, but serves the crucial function of guiding what Walker frequently refers to as human life activities, most importantly the self-maintenance of the human organism. By this phrase, he includes the full range of psychic functions essential to a perishable organism, extending down to nourishment and reproduction. As such, contemplation not only becomes the central organizing principle of Aristotle’s ethics, but also must be understood in connection with Aristotle’s natural (...) philosophy.The book’s early chapters strike me as following something like the order of the De anima, leading from what is perhaps... (shrink)
In his fine paper on the aims of Aristotle’s methods, Sean Kirkland suggests that Aristotle practiced a proto-phenomenological approach to truth. In doing so, Kirkland reminds us of the lived dimension of Aristotle’s philosophizing, an active and ongoing response to the world that begins long before the emergence of philosophical concepts and systems. I am in sympathy with much of what Kirkland argues. However, I think more needs to be said about the relationship between dialectic and demonstration, and about the (...) precise nature of dialectic itself, which Aristotle characterizes as a form of deductive argument, rather than the loose collection of inductive techniques implied by Kirkland. Aristotle shows a remarkable sensitivity to the complexity of searching for principles, and the variety of means by which the search is conducted, implying a need for a discourse on methods, though he himself supplies it only unsystematically. (shrink)
Volume 31 contains papers and commentaries presented to the Boston Area Colloquium in Ancient Philosophy during academic year 2014-15. Works: _Symposium_, _Republic_, _Euthyphro_, Proclus’s _De malorum_, _Sophist_, _Statesman_; topics: eros, tripartite soul, what the gods love, evil, Homeric motifs.
The volume contains papers and commentaries presented to the _Boston Area Colloquium in Ancient Philosophy_ during the academic year 2015-16. Works: Phaedrus, Republic, Apology, Laws, Seventh Letter, Stoic texts. Topics: Stoic blending, reciprocal eros, perception in tripartite soul, Stoic identity, Plato’s politics and events.
_Reading Aristotle: Argument and Exposition_ demonstrates that Aristotle’s treatises rely crucially on expository principles—questions of proper sequence, pedagogical method, and distinctions between different sciences.