Introduction IT is generally agreed that Charles Sanders Peirce was one of America's greatest philosophers, yet even today there is little agreement as to ...

Addresses historical skepticism by presenting histories as testable theories of the past.

An intellectual biography of the American philosopher C. I. Lewis.

Introduction -- Early days -- Basics -- Social evolution -- Veblen's new theory -- The critique continued -- Veblen's theory of business -- The Great War -- Revolution.

This volume is part one of a two-volume set. Volume I: From the Puritans through Transcendentalism. Volume I: From the St. Louis Hegelians through C. I. Lewis.

Dealing with the nature of historical knowledge, this book is concerned with both philosophical and historical questions. It involves considerations as various as statistical hypothesis testing, componential analysis and the problem of the Synoptic Gospels. --.

Volume 11 brings together all of Dewey's writings for 1918 and 1919. A Modern Language Association Committee on Scholarly Editions textual edition. Dewey's dominant theme in these pages is war and its after-math. In the Introduction, Oscar and Lilian Handlin discuss his philosophy within the historical context: The First World War slowly ground to its costly conclusion; and the immensely more difficult task of making peace got painfully under way. The armi-stice that some expected would permit a return to normalcy (...) opened instead upon a period of turbulence that agitated fur-ther a society already unsettled by preparations for battle and by debilitating conflict overseas. After spending the first half of 1918-19 on sabbatical from Columbia at the University of California, Dewey traveled to Japan and China, where he lectured, toured, and assessed in his essays the relationship between the two nations. From Peking he reported the student revolt known as the May Fourth Move-ment. The forty items in this volume also include an analysis of Thomas Hobbe's philosophy; an affectionate commemorative tribute to Theodore Roosevelt, our Teddy; the syllabus for Dewey's lectures at the Imperial University in Tokyo, which were later revised and published as Reconstruction in Philosophy; an exchange with former disciple Randolph Bourne about F. Mat-thias Alexander's Man's Supreme Inheritance; and, central to Dew-ey's creed, Philosophy and Democracy. His involvement in a study of the Polish-American community in Philadelphia--resulting in an article, two memoranda, and a lengthy report--is discussed in detail in the Introduction and in the Note on the Confidential Report ofConditions among the Poles in the United States. (shrink)

The real issues in the debate over whether historical explanations conform to the covering-law model concern not only history but human nature, human action, and human freedom. Modifications of the coveringlaw model are possible which may remove some of the objections to it. Human behavior is rule-governed. Rules are made by human agents and learned by human actors. Cultural rules alone do not explain behavior and cannot be used as "covering" generalizations. But when they are combined with appropriate deviance data (...) to yield conformity statements, these statements can be used as explanatory generalizations - with a certain amount of leeway and the understanding that such rules can be changed or eliminated. These generalizations, such as those found in anthropology, perform the function of general laws in history. (shrink)

This volume is part two of a two-volume set. It may be purchased separately or in conjunction with volume one. Vol. II: From the St. Louis Hegelians through C. I. Lewis. and G. H. Mead.

This chapter contains sections titled: Modal Logic, Intension, and Meaning Knowledge, the Given, and the a priori Values and Morality.

Features essays on moral philosophy written in honor of Elizabeth Flower's retirement.

“Ontario and its Universities” embodies the views, on several central issues in higher education in Ontario, of members of a seminar which met regularly in the autumn of 1973 and early winter of 1974. The seminar was initiated by a group of professors from the University of Toronto and York University. They invited a number of their academic colleagues and several interested and informed persons from the wider public to discuss with them the responsibilities and essential requirements of the contemporary (...) university in Ontario. (shrink)