Senses and Sensation: Critical and Primary Sources offers a comprehensive collection of key writings essential to anyone wishing to gain a critical understanding of sensory studies. Drawing upon historical and contemporary texts from a wide range of sources, this set is inspired by the sensory turn in the humanities, social sciences and fine arts which has challenged the monopoly that psychology formerly held over the study of senses and sensation. It also builds upon the revolution in psychology and the neurosciences (...) which has led to an increased emphasis on the interaction and integration of the senses, in place of the one-sense-at-a-time approach. The four volumes include 99 essays from the humanities, social sciences, fine arts, biology, psychology and the neurosciences. Ordered by discipline, the volumes cover geography and anthropology, history and sociology, biology, psychology and neuroscience, and art and design. Each volume is separately introduced and the essays structured into coherent sections on specific themes. This work is a major scholarly resource for those working and studying in the multidisciplinary field of sensory studies. (shrink)

Dr. Rice Holmes has thrown a flood of light on innumerable passages in Caesar's Commentaries, but in one small matter he has, as I hope to show, darkened counsel. In his recent work on the Roman Republic and the founder of the Empire his anxiety to retain the MSS. reading III. in Caesar , ‘Mittit … in Siciliam Curionem pro praetore cum legionibus III.,’ leads him to pervert or neglect the plain meaning of other passages in Caesar. He holds that (...) ‘Curio was not sent to Sicily with any legions,’ and that the ‘Domitian cohorts,’ which Caesar says he sent to Sicily straightway from Corfinium, are identical with the three legions which Caesar says he sent with Curio from Brundisium. Dr. Holmes believes that this was what Caesar really meant, though he expressed himself loosely. Let us see how it agrees with Caesar's other statements. (shrink)

It is generally considered the case that an authorial preface is an author’s opportunity to give the reader a hand in interpreting the work he or she is about to read. It is strange then that the Preface to Wittgenstein’s Tractatus (1922) has often been overlooked. Max Black’s (1964) influential A Companion toWittgenstein’sTractatus, for example, passes over the Preface in silence. And even in the latest published edition of the so-called Prototractatus (1996), the Preface is the only part that appears (...) in hand-written facsimile but is not reproduced in typescript form. Perhaps an argument for not so-reproducing the Preface of the Pro- totractatus in typescript is also an argument for the importance of the Preface: not one letter of this early hand-written text of the Preface is different from the final published edition (I will return to this later). Only of late has the Preface to the Tractatus been seen as having any kind of focal importance.This recent interest in the Preface has largely been spawned by Cora Diamond’s and James Conant’s “New” view of Wittgenstein. This New view (designated as such subsequent to the publication in 2000 of the volume entitled The New Wittgenstein) uses the Preface as a central interpretive tool that, according to this view, shows that the Tractatus takes “a strong anti-metaphysical stand” which is “most explicit in Wittgenstein’s statements in the book’s Preface and concluding remarks.1”The third and fourth paragraphs of the Preface are seen as especially revealing of Wittgenstein’s anti-metaphysical purpose. (shrink)

The metaphysical root of Ludwig Wittgenstein's Tractatus Logico-Philosophicus represents a departure from a pervasive philosophical assumption found originally in Plato's Meno. This departure is directly inspired by a critique of the Meno found in the works by Soren Kierkegaard written under the pseudonym Johannes Climacus. ;The central implication of Kierkegaard's influence for Tractatus interpretation is that thought---or thinking---referred to in the Tractatus of necessity extends beyond the limits of language. ;There are at present two competing interpretative readings of the (...) Tractatus in the literature. One reading---referred to as the "Standard" reading since it is propounded by almost all notable Wittgenstein scholars, e.g., Pears, Hacker, McGuinness, Anscombe, Rhees, Malcohn---has it that the "mystical" sections of the Tractatus must be, to some degree, taken seriously. The other reading---a "New" reading advocated most prominently by Winch, Diamond, and Conant---argues that the Standard reading is self-contradictory in that it maintains that the limits of language and those of thought are the same while it simultaneously maintains that there is a sort of Mystical residue left over even after the Tractatus has been "thrown away". The New reading sees Wittgenstein's point as being precisely that there is no such left-over residue and that we must accept this. ;Both readings are however incorrect in regard to Wittgenstein's view of limits in the Tractatus. While the New reading takes somewhat seriously the influence of Kierkegaard on the Tractatus, it asserts that a Kierkegaardian influence bolsters the New reading's view of the mystical as well as its view that language and thought share the same limits in the Tractatus. The opposite is in fact the case. Das Mystische corresponds to Kierkegaard's "absolutely unknown" that language---but not thought---runs up against as a limit. Wittgenstein himself alludes to this correspondence in conversation with members of the Vienna Circle in 1929. As such, if the influence of Kierkegaard is to be seen in its proper light, the problem is not with the Standard reading of Das Mystische, but rather with the view that the limits of thought and language in the Tractatus are the same. For Kierkegaard, unless thought extends beyond the limit of language there is no conceivable nexus for the subject or the divine. This is precisely his critique of Plato's Meno in Fragments. That this view is also the bedrock of the Tractatus' metaphysics is what the present thesis argues is the proper "Kierkegaardian reading" of Wittgenstein's Tractatus. (shrink)

If a person is competent to consent to a treatment, is that person necessarily competent to refuse the very same treatment? Risk relativists answer no to this question. If the refusal of a treatment is risky, we may demand a higher level of decision-making capacity to choose this option. The position is known as asymmetry. Risk relativity rests on the possibility of setting variable levels of competence by reference to variable levels of risk. In an excellent 2016 article inJournal of (...) Medical Ethics(JME), Rob Lawlor defends asymmetry of this kind by defending risk relativity, using and developing arguments and approaches found in earlier work such as that of Wilks. He offers what we call the two-scale approach: a scale of risk is to be used to set a standard of competence on a scale of decision-making difficulty. However, can this be done in any rational way? We argue it cannot, and in this sense, and to this extent, risk relativity is a nonsense. (shrink)

In this edition, two recent addresses in the CAPPE public lecture program are presented in full. Dr Barry Jones asks how complex issues are tackled in public life, and what role the pursuit of truth and objectivity plays in these important debates; his assessment is not positive. Professor Peter Newman argues that, amidst the public debate on climate change and resource degradation, there has been little discussion of peak oil and the grave threats it poses. In his article, Professor Newman (...) explains what peak oil is, the dangers involved and what we can do to avert them. Also in this edition, Professor Tony Coady offers a new analysis of terrorism and why it is wrong, as well as the moral dangers posed by recent counter-terrorist activity. (shrink)

Recent work on Hume's Theory of Perception has shown that Hume takes the appearance of impressions to vary according to the ideas under which they are subsumed. In this paper, I argue that the vulgar position in the section where he discusses the Inference from Constancy is characterised by an ideal primordial state of mind where impressions are directly encountered without being subsumed under any idea. In particular, impressions which are not subsumed under the idea of a perception do not (...) appear to the mind as impressions. Read in this light, Hume's Inference from Constancy is immune to the difficulties which have commonly been raised against it. (shrink)

The Music Instinct Philip Ball provides the first comprehensive, accessible survey of what is known--and what is still unknown--about how music works its magic, and why, as much as eating and sleeping, it seems indispensable to humanity. --from publisher description.

As an academic discipline, Religious Studies has sought to differentiate itself from Theology both in focus and methodology. Scholars have broadened their research to include sacred traditions outs...

Accountability is a cornerstone of the governance of artificial intelligence (AI). However, it is often defined too imprecisely because its multifaceted nature and the sociotechnical structure of AI systems imply a variety of values, practices, and measures to which accountability in AI can refer. We address this lack of clarity by defining accountability in terms of answerability, identifying three conditions of possibility (authority recognition, interrogation, and limitation of power), and an architecture of seven features (context, range, agent, forum, standards, process, (...) and implications). We analyse this architecture through four accountability goals (compliance, report, oversight, and enforcement). We argue that these goals are often complementary and that policy-makers emphasise or prioritise some over others depending on the proactive or reactive use of accountability and the missions of AI governance. (shrink)

This article addresses the following problems: What is a mechanism, how can it be discovered, and what is the role of the knowledge of mechanisms in scientific explanation and technological control? The proposed answers are these. A mechanism is one of the processes in a concrete system that makes it what it is — for example, metabolism in cells, interneuronal connections in brains, work in factories and offices, research in laboratories, and litigation in courts of law. Because mechanisms are largely (...) or totally imperceptible, they must be conjectured. Once hypothesized they help explain, because a deep scientific explanation is an answer to a question of the form, "How does it work, that is, what makes it tick—what are its mechanisms?" Thus, by contrast with the subsumption of particulars under a generalization, an explanation proper consists in unveiling some lawful mechanism, as when political stability is explained by either coercion, public opinion manipulation, or democratic participation. Finding mechanisms satisfies not only the yearning for understanding, but also the need for control. Key Words: explanation • function • mechanism • process • system • systemism. (shrink)

In the beginning, there was the DN (Deductive Nomological) model of explanation, articulated by Hempel and Oppenheim (1948). According to DN, scientific explanation is subsumption under natural law. Individual events are explained by deducing them from laws together with initial conditions (or boundary conditions), and laws are explained by deriving them from other more fundamental laws, as, for example, the simple pendulum law is derived from Newton's laws of motion.

When you think of compassion, what comes to mind? Kindness, understanding, tenderness, empathy, maybe warmth? Compassion can be all those things - but it is much more. Drawing on his many years of experience as a clinical psychologist and researcher, Dr James Kirby brings together hard science and real-life examples to offer a guide to a more compassionate life and society. Kirby debunks the myth that compassion is simple a feeling and shows us how it is a motivational force that (...) can shape our behaviour and relationships with each other and the world. He considers how it might help with self-criticism, parenting and grief, and he explores what part artificial intelligence might play in a compassionate future. In this engaging and timely book, Kirby traverses philosophy, psychology and pop culture to show how we can choose compassion to make our lives healthier, happier and more meaningful. (shrink)

This theoretical paper elucidates the nature of educational technology and, in the process, sheds light on a number of phenomena in educational systems, from the no-significant-difference phenomenon to the singular lack of replication in studies of educational technologies. Its central thesis is that we are not just users of technologies but coparticipants in them. Our participant roles may range from pressing power switches to designing digital learning systems to performing calculations in our heads. Some technologies may demand our participation only (...) to enact fixed, predesigned orchestrations correctly. Other technologies leave gaps that we can or must fill with novel orchestrations, which we may perform more or less well. Most are a mix of the two, and the mix varies according to context, participant, and use. This participative orchestration is highly distributed: in educational systems, coparticipants include the learner, the teacher, and many others, from textbook authors to LMS programmers, as well as the tools and methods they use and create. From this perspective, all learners and teachers are educational technologists. The technologies of education are seen to be deeply, fundamentally, and irreducibly human, complex, situated and social in their constitution, their form, and their purpose, and as ungeneralizable in their effects as the choice of paintbrush is to the production of great art. (shrink)

The major cause of death from cancer is the relentless growth of metastases that are resistant to conventional therapy. The pathogenesis of a metastasis is complex and requires that tumor cells complete a sequence of potentially lethal interactions with various host factors. The finding in 1973 that metastasis is selective process and the finding in 1977 that malignant neoplasms are heterogeneous and contain few preexisting metastatic subpopulations have added a new dimension to our understanding of cancer and its spread. This (...) understanding is now contributing to the design of better therapies against disseminated metastasis. (shrink)

“Error Analysis”: The Methodology of Learning from an Object’s Errors, Deficits, and Malfunctions.

For most philosophers who have written recently on the topic, to give into temptation is always to revise a decision in a way that is somehow unreasonable—as when, say, recalling that there is a World Cup game that I can stream from my office, I abandon my plan to spend the morning writing. But I argue in this paper that a person can also give in to the temptation to violate a decision without undoing that decision or even calling it (...) into question. This is possible, I argue, because the content of our decisions does not always settle exactly what is required to abide by them. This slack between the explicit content of our decisions, and the specific acts by which we carry or fail to carry them out, allows us to act contrary to those decisions even as they remain in place. As such, temptation of this kind cannot be resisted simply by refraining from reconsidering our decisions or changing our minds about what to do. (shrink)

Spelling can be a source of anxiety for school children and working professionals alike. Yet the spelling of words in English is not as random or chaotic as it is often perceived to be; rather, it is a system based on both meaning and a fascinating linguistic history. Misty Adoniou's public articles on the processes of teaching and learning spelling have garnered an overwhelming response from concerned parents and teachers looking for effective solutions to the problems they face in teaching (...) English spelling to children. Spelling It Out aims to ease anxiety and crush the myth that good spelling comes naturally. Good spelling comes from good teaching. Based on Misty Adoniou's extensive research into spelling learning and instruction, this book encourages children and adults to nurture a curiosity about words, discover their history and, in so doing, understand the logic behind the way they are spelled. (shrink)

Spelling can be a source of anxiety for school children and working professionals alike. Yet the spelling of words in English is not as random or chaotic as it is often perceived to be; rather, it is a system based on both meaning and a fascinating linguistic history. Misty Adoniou's public articles on the processes of teaching and learning spelling have garnered an overwhelming response from concerned parents and teachers looking for effective solutions to the problems they face in teaching (...) English spelling to children. Spelling It Out, Revised edition aims to ease anxiety and crush the myth that good spelling comes naturally. Good spelling comes from good teaching. Based on Misty Adoniou's extensive research into spelling learning and instruction, this book encourages children and adults to nurture a curiosity about words, discover their history and, in so doing, understand the logic behind the way they are spelled. (shrink)

This is the editor’s introduction to the book symposium on Jason Stanley’s influential book "How Propaganda Words" (Oxford University Press, 2015). After a few brief remarks situating the book in the landscape of current analytic philosophy, I offer a detailed presentation of each chapter of the book, in order to familiarize the reader with its main tenets and with the author’s argumentative strategy. I flag the issues that the contributors to the symposium discuss, and describe their main points. I end (...) with expressing hope that the symposium will help continue the conversation around ideology and propaganda within analytic philosophy. (shrink)

It is an interesting fact of our time that some of the best studies of communism and Marxism have been written by Catholic scholars. This book, based on a series of television programs in St. Louis aims at presenting an historical and theoretical understanding of the emergence of Marxism and the development of Communism. Written for the intelligent lay reader as an introduction to a complex subject, the treatment is lucid and balanced.—R. J. B.

Translational ethics (TE) has been developed into a specific approach, which revolves around the argument that strategies for bridging the theory‐practice gap in bioethics must themselves be justified on ethical terms. This version of TE incorporates normative, empirical and foundational ethics research and continues to develop through application and in the face of new ethical challenges. Here, I explore the idea that the academic field of bioethics has not yet sufficiently analysed its own philosophical foundation for how it can, and (...) should, be practically relevant; neither has it comprehensively discussed the limitations on what impacts bioethicists should pursue. As a result, there has not been adequate training on how to suitably and appropriately impact real‐world practices. Moreover, bioethical perspectives are often competing with other strong interests, for example, economic and political, which may weaken their impact on policy‐making. The TE approach I propose can not only facilitate practical impacts of academic bioethics by being better informed by real‐world ethical issues but it also supports targeted and ethical justifications of the actual impact of academic work in real‐world contexts. In this paper, I clarify the premises for this TE approach, identify further challenges and sketch out potential solutions for the implementation of this methodological framework. (shrink)

A timely and accessible synthesis of the strengths, weaknesses and reality of science through the eyes of a practicing scientist.

To be able to produce and understand metaphorical statements is nothing much to boast about: these familiar skills, which children seem to acquire as they learn to talk, are perhaps no more remarkable than our ability to tell and to understand jokes. How odd then that it remains difficult to explain what we do in grasping metaphorical statements. In a provocative paper, "What Metaphors Mean,"1 Donald Davidson has recently charged many students of metaphor, ancient and modern, with having committed a (...) "central mistake." According to him, there is "error and confusion" in claiming "that a metaphor has, in addition to its literal sense or meaning, another sense or meaning." The guilty include "literary critics like Richards, Empson, and Winters; philosophers from Aristotle to Max Black; psychologists from Freud and earlier to Skinner and later; and linguists from Plato to Uriel Weinreich and George Lakoff." Good company, if somewhat mixed. The error to be extirpated is the "idea that a metaphor has a special meaning" . If Davidson is right, much that has been written about metaphor might well be consigned to the flames. Even if he proves to be wrong, his animadversions should provoke further consideration of the still problematic modus operandi of metaphor. · 1. In "What Metaphors Mean," Critical Inquiry 5 : 31-47. All further references in text. Max Black is Susan Linn Sage professor of philosophy and humane letters emeritus at Cornell University and senior member of the Cornell program on science, technology, and society. His many influential works include Models and Metaphors, A Companion to Wittgenstein's Tractatus, and, most recently, Caveats and Critiques. During the fall of 1978 he was Tarner Lecturer at Cambridge University and is currently preparing a book on rationality based on those lectures. (shrink)

To be able to produce and understand metaphorical statements is nothing much to boast about: these familiar skills, which children seem to acquire as they learn to talk, are perhaps no more remarkable than our ability to tell and to understand jokes. How odd then that it remains difficult to explain what we do in grasping metaphorical statements. In a provocative paper, "What Metaphors Mean,"1 Donald Davidson has recently charged many students of metaphor, ancient and modern, with having committed a (...) "central mistake." According to him, there is "error and confusion" in claiming "that a metaphor has, in addition to its literal sense or meaning, another sense or meaning." The guilty include "literary critics like Richards, Empson, and Winters; philosophers from Aristotle to Max Black; psychologists from Freud and earlier to Skinner and later; and linguists from Plato to Uriel Weinreich and George Lakoff." Good company, if somewhat mixed. The error to be extirpated is the "idea that a metaphor has a special meaning". If Davidson is right, much that has been written about metaphor might well be consigned to the flames. Even if he proves to be wrong, his animadversions should provoke further consideration of the still problematic modus operandi of metaphor. · 1. In "What Metaphors Mean," Critical Inquiry 5 : 31-47. All further references in text. Max Black is Susan Linn Sage professor of philosophy and humane letters emeritus at Cornell University and senior member of the Cornell program on science, technology, and society. His many influential works include Models and Metaphors, A Companion to Wittgenstein's Tractatus, and, most recently, Caveats and Critiques. During the fall of 1978 he was Tarner Lecturer at Cambridge University and is currently preparing a book on rationality based on those lectures. (shrink)

The present paper examines three parts of ancient school rhetoric: the issues, the topics, and the questions of style from the perspective of legal semiotics. It aims (1) to demonstrate the roles these have played and can play in the interpretation of legal discourses; and (2) to summarise what insights have been and can be gained from this classical tradition by contemporary legal research. It is argued that the promise of legal semiotics for rhetorical investigations is that it may help (...) to make sense of the functioning of the system of ancient rhetoric, and contribute to our understanding of how rhetorical tradition works, while the research of ancient rhetoric can explore a range of semiotic devices essential for lawyerly thinking, resulting in the knowledge of a richer framework of interpretation. (shrink)

‘It worked there. Will it work here?’ We have to be able to identify the ‘it’ in that aphoristic question. Classifications of teaching methods belong in the social realm, where human intentions play a fundamental role in how phenomena are categorized. The social realm is characterized with the help of John Searle. Social phenomena are often open to interpretation, rather than definitive verdicts. The nature of the social limits the possibility of consistency in how teaching should be classified, which in (...) turn limits the viability of standard quantitative empirical research into effectiveness. Either classifications of teaching are very broad, which robs them of a researchable identity, or they are more specific, which can undermine their credentials as true teaching. So-called ‘Direct Instruction’ is a case in point. (shrink)

"As the child of refugees of World War II Europe and a renowned philosopher and scholar of propaganda, Jason Stanley has a deep understanding of how democratic societies can be vulnerable to fascism: Nations don't have to be fascist to suffer from fascist politics. In fact, fascism's roots have been present in the United States for more than a century. Alarmed by the pervasive rise of fascist tactics both at home and around the globe, Stanley focuses here on the structures (...) that unite them, laying out and analyzing the ten pillars of fascist politics--the language and beliefs that separate people into an 'us' and a 'them.' He knits together reflections on history, philosophy, sociology, and critical race theory with stories from contemporary Hungary, Poland, India, Myanmar, and the United States, among other nations. He makes clear the immense danger of underestimating the cumulative power of these tactics, which include exploiting a mythic version of a nation's past; propaganda that twists the language of democratic ideals against themselves; anti-intellectualism directed against universities and experts; law and order politics predicated on the assumption that members of minority groups are criminals; and fierce attacks on labor groups and welfare. These mechanisms all build on one another, creating and reinforcing divisions and shaping a society vulnerable to the appeals of authoritarian leadership. By uncovering disturbing patterns that are as prevalent today as ever, Stanley reveals that the stuff of politics--charged by rhetoric and myth--can quickly become policy and reality. Only by recognizing fascists politics, he argues, may we resist its most harmful effects and return to democratic ideals."--Jacket. (shrink)

I shall be mainly concerned with the question ‘What is personal propositional knowledge?’. This question is obviously quite narrowly focused, in three respects. In the first place, there is impersonal as well as personal knowledge. Second, a distinction is often drawn between propositional knowledge and practical knowledge. And third, as well as asking what knowledge is, it is also possible to ask whether and how knowledge of various kinds can be acquired: causal knowledge, a priori knowledge, moral knowledge, and so (...) on. I shall dwell briefly on each of these three points. First, there is the distinction between personal and impersonal knowledge – in other words, between the psychological concept of knowledge and the social one.1 We use the concept of knowledge to describe the cognitive condition of individuals; but we also use it to describe the progress of scientific and historical research. So for example we can speak or enquire about the state of knowledge in a particular field of biology or history. And if we do so, we are evidently not concerned with what anyone in particular knows about, say, the genetics of fruit flies or the career of Charlemagne, but rather with what the scientific or academic community knows. Needless to say, there is a close connection between personal and impersonal knowledge. But ‘It is known that p’ does not simply mean ‘Someone or other. (shrink)

Food uncertainty has the effect of invigorating food-related responses. Psychologists have noted that mammals and birds respond more to a conditioned stimulus that unreliably predicts food delivery, and ecologists have shown that animals consume and/or hoard more food and can get fatter when access to that resource is unpredictable. Are these phenomena related? We think they are. Psychologists have proposed several mechanistic interpretations, while ecologists have suggested a functional interpretation: The effect of unpredictability on fat reserves and hoarding behavior is (...) an evolutionary strategy acting against the risk of starvation when food is in short supply. Both perspectives are complementary, and we argue that the psychology of incentive motivational processes can shed some light on the causal mechanisms leading animals to seek and consume more food under uncertainty in the wild. Our theoretical approach is in agreement with neuroscientific data relating to the role of dopamine, a neurotransmitter strongly involved in incentive motivation, and its plausibility has received some explanatory and predictive value with respect to Pavlovian phenomena. Overall, we argue that the occasional and unavoidable absence of food rewards has motivational effects that facilitate foraging effort. We show that this hypothesis is computationally tenable, leading foragers in an unpredictable environment to consume more food items and to have higher long-term energy storage than foragers in a predictable environment. (shrink)

Foundational work in mathematics by some of the other participants in the symposium helps towards answering the question whether a heterodox mathematics could in principle be used as successfully as is orthodox mathematics in scientific applications. This question is turn, it will be argued, is relevant to the question how far current science is the way it is because the world is the way it is, and how far because we are the way we are, which is a central question, (...) if not the central question, of philosophy of science. (shrink)

Many intermediate logics, even extremely well-behaved ones such as IPC, lack the finite model property for admissible rules. We give conditions under which this failure holds. We show that frames which validate all admissible rules necessarily satisfy a certain closure condition, and we prove that this condition, in the finite case, ensures that the frame is of width 2. Finally, we indicate how this result is related to some classical results on finite, free Heyting algebras.

Normally this is not how we think material objects work. I, for example, am a material object that is located in multiple places: this place to my left where my left arm is, and this, distinct, place to my right, where my right arm is. But I am only partially located in each place. My left arm is a part of me that fills exactly the place to my left, and my right arm is a distinct part of me that (...) fills exactly the place to my right. I am located in multiple places by virtue of having distinct parts in those places. So entension is not happening to me — I do not entend. (shrink)