A term with myriad associations, revolution is commonly understood in its intellectual, historical, and sociopolitical contexts. Until now, almost no attention has been paid to revolution and questions of geography. Geography and Revolution examines the ways that place and space matter in a variety of revolutionary situations. David N. Livingstone and Charles W. J. Withers assemble a set of essays that are themselves revolutionary in uncovering not only the geography of revolutions but the role of geography in revolutions. (...) Here, scientific revolutions—Copernican, Newtonian, and Darwinian—ordinarily thought of as placeless, are revealed to be rooted in specific sites and spaces. Technical revolutions—the advent of print, time-keeping, and photography—emerge as inventions that transformed the world's order without homogenizing it. Political revolutions—in France, England, Germany, and the United States—are notable for their debates on the nature of political institutions and national identity. Gathering insight from geographers, historians, and historians of science, Geography and Revolution is an invitation to take the where as seriously as the who and the when in examining the nature, shape, and location of revolutions. (shrink)

The most recent attempt to explain Aristotle's use of in Poetics 13 is that of T. C. W. Stinton , 221–54). Stinton insists that must not be restricted to any one definition, but should be understood to include a ‘range of applications’ embracing both moral error and ‘ignorance of fact’.

Introduction.--Biographical notes.--General analysis of knowledge and the act.--Perceptual and manipulatory phases of the act.--Cosmology.--Value and the act.--Supplementary essays.

In lieu of an abstract, here is a brief excerpt of the content:Hamann and the Philosophy of David Hume CHARLES W. SWAIN There have been many and various interpretations of Hume's philosophy; no one, so far as I know, has ever viewed him as a romantic. On the other hand, Johann Georg Hamann, "the wizard of the North," has gained his modicum of notoriety mainly through his influence on German romanticism, plus the fact that Kierkegaard mentions him approvingly, (...) and even quotes him in the Philosophical Fragments. Hume has been regarded as a sceptic, an empiricist, a naturalist and a positivist; Hamann is usually regarded as an irrationalist and proto-existentialist. 1 These two thinkers were certainly very different; yet Hamann had a profound appreciation for the philsophy of Hume. I want to suggest in this paper that a study of the use to which Hamann put Hume's philosophy may raise some difficulties for the prevailing view of Hamann's thought, and may also open up a somewhat different perspective on Hume's thought. Hamann found himself in rebellion against the spirit of his age. He saw in Hume an ally in his struggle against the over-confident rationalism of the Enlightenment. As an apologist, Hamann set himself the task of "smoking out the stylish spirit of the century by means of doubt." e He set about this task in a series of strange apologetic works, written in a deliberately mystifying, sometimes shocking style. His anti-rationalism made him a hero to the later romantics, and a mystery to his friends and readersmamong them his fellow citizen, Immanuel Kant. Beginning as a university student, Hamann had become a disciple of the Enlightenment, seeking his place in the brave new world of the early eighteenth century. He tried a career as a tutor, along with many a young man seeking an independent and comfortable life. Eventually he accepted a vaguely defined position with the mercantile firm of Berens in Riga, operated by the family of his college friend Johann Cristoph Berens. Hamann undertook a "secret mission" for the Berens firm which brought him to London in 1758 where, lonely and disheartened, he underwent a personal crisis which changed the direction of his life and resulted in his career as a man of letters and an apologist for Christianity against the Enlightenment. Having been a devotee for over a decade, Hamann felt that he knew the spirit of the Enlightenment. His opposition, however, baffling it may have appeared to his contemporaries, was not intended as obscurantism. He had his 1Hamann has been much more in vogue on the continent than in the English-speaking world. According to Martin Sells, Theologische Aspekte zur gegenw~irtigen Hamann-deutung (GSttingen: Vandenhoek und Ruprecht, 1957),p. 105,der Magus has been claimed as a spiritual ancestor by virtually every European intellectual movement of the last 150 yearst Philologische Einf~illeund Zwei]el, Iqadler iii, 41. [343] 344 HISTORY OF PHILOSOPHY "reasons," and a study of his use of Hume's philosophy will help to clarify this aspect of his thought. Hamann's acquaintance with the philosophy of Hume dates from his university days, where he was probably introduced to the world of English letters by his fondly remembered teacher, Heinrich Rappolt. Rappolt was a Wolffian, but not at all interested in the attempt to reconcile Wolffianism with pietistic Christianity --in contrast to his more renowned colleague, Martin Knutzen, Kant's teacher. Rappolt had traveled and studied in England, and apparently delighted in opening these new intellectual vistas to his students, s Hamann thus became familiar with Hume's political and economic writings, as well as his philosophical works. Already in 1756, during his Holmeister period, he had worked through an edition of Hume's works which contained various economic and political essays as well as the First Enquiry. 4 Hume's works were among the books which he bought (but perhaps never read) during his stay in London. In 1759, when he published his first apologetic work, Socratische Denku~rdigkeiten, he was (in his own words) "full of Hume." 5 He cites Hume throughout his literary career, and acknowledges his intellectual debt to Hume both publicly and privately. One of his last undertakings was a translation... (shrink)

Five faculty members in the College of Business at Northern Illinois University received a grant from the James S. Kemper Foundation to integrate ethics into the graduate business curriculum. This was the second phase of a comprehensive program to integrate ethics into the business curriculum. Each faculty member taught a required course in the MBA program. The faculty members represented each of the five functional departments in the College of Business.This paper describes the ethics content, materials, and approaches that were (...) used to cover ethics by each of the five faculty members. Hopefully, this description will help other faculty and universities integrate ethics more effectively into the business curriculum. (shrink)

This penetrating book sheds light on the psychology of fundamentalism, with a particular focus on those who become extremists and fanatics. What accounts for the violence that emerges among some fundamentalist groups? The contributors to this book identify several factors: a radical dualism, in which all aspects of life are bluntly categorized as either good or evil; a destructive inclination to interpret authoritative texts, laws, and teachings in the most literal of terms; an extreme and totalized conversion experience; paranoid thinking; (...) and an apocalyptic world view. After examining each of these concepts in detail, and showing the ways in which they lead to violence among widely disparate groups, these engrossing essays explore such areas as fundamentalism in the American experience and among jihadists, and they illuminate aspects of the same psychology that contributed to such historical crises as the French Revolution, the Nazi movement, and post-Partition Hindu religious practice. (shrink)

This book offers both the theoretical background behind the minority effect, teachers' personal experiences as they experienced being a minority, and their analyses and insights for teaching diverse learners. This book uses real-life experiences of diverse people to illustrate that, if not understood and addressed, situational minorities at school or work are unlikely to perform at their highest potentials.

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

As the expansion of the Internet and the digital formatting of all kinds of creative works move us further into the information age, intellectual property issues have become paramount. Computer programs costing thousands of research dollars are now copied in an instant. People who would recoil at the thought of stealing cars, computers, or VCRs regularly steal software or copy their favorite music from a friend's CD. Since the Web has no national boundaries, these issues are international concerns. The contributors-philosophers, (...) legal theorists, and business scholars, among others-address questions such as: Can abstract ideas be owned? How does the violation of intellectual property rights compare to the violation of physical property rights? Can computer software and other digital information be protected? And how should legal systems accommodate the ownership of intellectual property in an information age? Intellectual Property is a lively examination of these and other issues, and an invaluable resource for librarians, lawyers, businesspeople, and scholars. (shrink)

Edited by Thomas A. Shannon, this series provides anthologies of critical essays and reflections by leading ethicists in four pivotal areas: reproductive technologies, genetic technologies, death and dying, and health care policy. The goal of this series is twofold: first, to provide a set of readers on thematic topics for introductory or survey courses in bioethics or for courses with a particular theme or time limitation. Second, each of the readers in this series is designed to help students focus more (...) thoroughly and effectively on specific topics that flesh out the ethical issues at the core of bioethics. The series is also highly accessible to general readers interested in bioethics. (shrink)

An interview with Charles McCarty by Piotr Urbańczyk concerning mathematical explanation.

Take a hypothetical sequence of human beings ordered by height from tallest to shortest. Make sure there is no more than a difference of a millimeter between each person and make sure the tallest person is clearly tall and the shortest person is clearly not tall. Now consider the following argument: P1 A person of height n is tall ; P2 For any height n, if n is tall, then n–1mm is tall ; C Therefore, a person of height n (...) = 1mm is tall. P1 and P2 are intuitively true, C is intuitively false, yet the argument is deductively valid (the conclusion follows... (shrink)

While a number of classical pragmatists crafted their philosophies in conjunction with a careful study of Hegel's works, others saw their philosophies emerge in antagonism with proponents of Hegel. In this paper, we offer an instance of the latter case. Namely, we show that the impetus for Charles S. Peirce's early articulation and avowal of realism (the claim that some generals are real) was William Torrey Harris's claim that the formal laws of logic lacked universal validity. According to Harris, (...) the leading representative of Hegelism in the United States, the universal validity of the laws of logic rested on a nominalistic metaphysics that a Hegelian-realism showed to be false. In response to this charge, we articulate how Peirce's attempt to prove the universal validity of the laws of logic resulted in avowing a realism that differed from both nominalism and Harris's Hegelian-realism. (shrink)

For forty years, Harvey Mansfield has been worth reading. Whether plumbing the depths of MachiavelliOs Discourses or explaining what was at stake in Bill ClintonOs impeachment, MansfieldOs work in political philosophy and political science has set the standard. In Educating the Prince, twenty-one of his students, themselves distinguished scholars, try to live up to that standard. Their essays offer penetrating analyses of Machiavellianism, liberalism, and America., all of them informed by MansfieldOs own work. The volume also includes a bibliography of (...) MansfieldOs writings. (shrink)

Preparing the Next Generation of Oral Historians is an invaluable resource to educators seeking to bring history alive for students at all levels. Filled with insightful reflections on teaching oral history, it offers practical suggestions for educators seeking to create curricula, engage students, gather community support, and meet educational standards. By the close of the book, readers will be able to successfully incorporate oral history projects in their own classrooms.

Historians Against History was first published in 1967. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions. Professor Noble examines the basic philosophy and writing of six American historians, George Bancroft, Frederick Jackson, Charles A. Beard, Carl Becker, Vernon Louis Parrington, and Daniel J. Boorstin, and finds in them a common tradition which he calls anti-historical. He argues that this viewpoint is founded in (...) the frontier interpretation of American history, that American historians have served as the chief political theorists and theologians of this country since 1830, and that their writings can be interpreted as Jeremiads designed to preserve a national covenant with nature. (shrink)

This essay points to parallel criticisms made by Charles Peirce and Polanyi against the “critical method”or “method of doubt.” In an early set of essays (1868–1869) and in later work, Peirce claimed that the Cartesian method of doubt is both philosophically bankrupt and useless because practitioners do not apply the method upon the criteria of doubting itself. Likewise, in his 1952 essay “The Stability of Beliefs” and in Personal Knowledge, Polanyi charges practitioners of the critical method with a failure (...) to apply the method rigorously enough. Polanyi contends that “critical” philosophers apply the method of doubt only to beliefs they find distasteful and rarely ever to the tacit beliefs that make doubt possible. (shrink)

1 Evidence-based policy requires researchers to provide the answers to ecological questions that are of interest to policy makers. To find out what those questions are in the UK, representatives from 28 organizations involved in policy, together with scientists from 10 academic institutions, were asked to generate a list of questions from their organizations. 2 During a 2-day workshop the initial list of 1003 questions generated from consulting at least 654 policy makers and academics was used as a basis for (...) generating a short list of 100 questions of significant policy relevance. Short-listing was decided on the basis of the preferences of the representatives from the policy-led organizations. 3 The areas covered included most major issues of environmental concern in the UK, including agriculture, marine fisheries, climate change, ecosystem function and land management. 4 The most striking outcome was the preference for general questions rather than narrow ones. The reason is that policy is driven by broad issues rather than specific ones. In contrast, scientists are frequently best equipped to answer specific questions. This means that it may be necessary to extract the underpinning specific question before researchers can proceed. 5 Synthesis and applications. Greater communication between policy makers and scientists is required in order to ensure that applied ecologists are dealing with issues in a way that can feed into policy. It is particularly important that applied ecologists emphasize the generic value of their work wherever possible. (shrink)