In a given polity, interactions between the Governed and the Governing Strata are symbiotic. The Governed desire, and indeed need, infrastructure services organized. If such basic foundations are not provided, the economic activity so deeply cherished by both groups cannot be realized. The Governing Strata cannot function without the Governed. After all, without the Governed, there will not be a polity; hence nothing to govern. Regardless of the politico-economic system in effect, this co-dependence is inevitable, inescapable, indenturing both groups to (...) each other. This is the case, regardless of the designation, functions, or the style of the governance system. It matters not if the designation or philosophy of the said governance is a variation of pluralism or authoritarianism by a minority. (shrink)

Two letters from William Burnside have recently been found in the Nachlass of Robert Fricke that contain instances of the Burnside Problem prior to its first publication. We present these letters as a whole to the public for the first time. We draw a picture of these two mathematicians and describe their activities leading to their correspondence. We thus gain an insight into their respective motivations, reactions, and attitudes, which may sharpen the current understanding of professional and social interactions of (...) the mathematical community at the turn of the twentieth century. (shrink)

An outline of the life of Heraclides and his fragmentary writings (on the theory of matter, astronomy, ethical and religious topics) is followed by an attempt to reconstruct his thought. He emerges as not so much a profound thinker as a many-sided writer of considerable literary gifts and occasional flashes of brilliance.

It is proposed in this paper to develop a method by which the most general problem of the algebra of propositions is solved. This problem is to construct all propositions whose truth is independent of the form of the variables. As might be expected this method will enable us to determine without the use of matrices the consistency and independence of propositions, except in the case of those fundamental properties, which taken together define consistency itself. In the discussion which follows (...) no limitations are placed on the meaning of the terms and the word proposition is used simply in the sense of a variable. If we were to say, for example, that our variables must be restricted to zero or one values, we would be introducing a limitation which would reduce the generality of our science. A logic may be false in the sense that its postulates lead to contradictory theorems, or it may be false in the sense that it lacks generality, and the situation is not saved by calling it a two-valued, or a three-valued logic, or a logic of “propositions,” or by designating it by some other euphuism. (shrink)

Gotthold Ephraim Lessing, thinker, dramatist and controversialist of many-sided interests, is the most representative figure of the German Enlightenment. His defence of Spinoza, who had traditionally been condemned as an atheist, provoked a major controversy in philosophy, and his publication of H. S. Reimarus' radical assault on Christianity led to fundamental changes in Protestant theology. This volume presents the most comprehensive collection to date in English of Lessing's philosophical and theological writings, several of which are here translated for the first (...) time. They are edited and translated by H. B. Nisbet, who also provides an introduction that sets them in their historical and philosophical contexts. (shrink)

The so-called fourth book of Aristotle's Meteorologica is not about meteorological phenomena at all. It describes the formation out of the four elements of ‘homoeomerous’ substances, by which are meant minerals such as stones and metals, and organic substances like flesh, skin, and hair, and the changes they can undergo under the influence of heat, cold, and moisture. Most commentators, ancient and modern, have seen that it has very little to do with the first three books of the Meteorologica to (...) which it is attached, and Alexander suggested that it should be placed after the second book de Generation et Corruptione. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Rabindranath Tagore is remembered today chiefly as a poet, and his fame as a poet has often eclipsed his great contributions to other fields of literature and life — especially education. Tagore pondered deeply on the fundamental problems of education — aims, curriculum, method, discipline, values and medium — and wrote and experimented on them freely and extensively. Tagore is perhaps the only literary genius in contemporary history who devoted a major part of his life to thinking about education and (...) creating an educational institution of international significance. Also, the institution he created at Santiniketan proved to be the most global and sustainable among the progressive educational institutions launched by individual thinkers such as Froebel and Russell. This edition revives a classic work, the first comprehensive, full-length account of Tagore’s educational thought and activity, commemorating his 150th birth anniversary. It presents a detailed chronological survey of Tagore’s educational writings and institutional activities in the perspective of his life and thought in general. The book also contains a detailed review and critical discussion on almost all major aspects of his educational work. Through an overall evaluation of Tagore’s unique contribution to education and his message to the world, it seeks to correct some common misconceptions that have existed from time to time about Santiniketan and Visva-Bharati. The book will help form a more complete view of Tagore’s life and work, filling as it does the gaps and voids in the literature that has grown around him, and reinforcing its relevance today. It will be of value to educationists, teachers, policymakers, those interested in modern Indian history and philosophy of education._ _. (shrink)