Philosopher Ludwig Wittgenstein had an enormous influence on twentieth-century philosophy even though only one of his works, the famous Tractatus Logico-Philosophicus, was published in his lifetime. Beyond this publication the impact of his thought was mainly conveyed to a small circle of students through his lectures at Cambridge University. Fortunately, many of his ideas have survived in both the dictations that were subsequently published, and the notes taken by his students, among them Alice Ambrose and the late Margaret Macdonald, from (...) 1932 to 1935. These notes, now edited by Professor Ambrose, are here published, and they shed much light on Wittgenstein's philosophical development. Among the topics considered are the meaning of a word and its relation to common usage, rules of grammar and their relation to fact, the grammar of first person statements, language games, and the nature of philosophy. This volume is indispensable to any serious discussion of Wittgenstein's work. (shrink)

The goal of our work has been to better understand how Engaged Philosophical Inquiry can be used with young children on topics related to our local forest environment as part our foundation curriculum on sustainability. Theoretically we draw on the work of Matthew Lipman ; Philosophy for Children ; Phillip Cam, ; John Dewey, ; Gunilla Dahlberg and Peter Moss to discuss democratic community building, and ethical pedagogical approaches related to EPI and young children. Working with children of this age (...) holistically on the topic of sustainability has not been systematically researched to date. Our findings therefore contribute to better understandings of EPI and: 1) democratic community building processes; 2) the use of context to focus our discussions; 3) group membership and group size; and 4) turn taking and the role of the moderator. (shrink)

This research paper shares findings related to our use of Engaged Philosophical Inquiry with a group of young children as a pedagogical method taken up to extend young children’s thinking about human use of forest parkland and to determine the children’s ontological positions related to environmental sustainability. The study was conducted in a forested area adjoining a ‘living building’ childcare centre. Here researchers, along with a core group of 9-13 children, their teachers, and a Philosopher-in-Residence visited the forest environment on (...) a fortnightly basis over a four-month period from January to May 2016 to explore the forested area, play games and discuss issues related to forest use and human habitation. Video records of the EPI sessions were transcribed and analysed to determine the children’s propositions and related ontological stance across sessions. Findings from this study include: evidence that young children’s views on stewardship are situated within socio-material manifestations of belonging, ownership, and entitlement within the forest; and that absurdities, along with other more traditional EPI and P4C strategies, can be used successfully to playfully challenge young children’s thinking about the rigour of their propositions and to provoke deeper thoughts related to belonging and care. (shrink)

Substance P and related tachykinin peptides probably act as neurotransmitters or modulators of neurotransmission, and regulate biological processes as diverse as salivary secretion and transmission of pain signals. Substance P peptide sequences are expressed in three distinct mRNAs that are generated from one gene by differential RNA splicing. In addition to substance P, as many as three other tachykinin peptides can be generated from the polyprotein precursors by differential posttranslational processing. Three tachykinin receptor subtypes have been extensively characterized which differentially (...) interact with the naturally occurring tachykinin peptides. Therefore, the generation of diversity of tachykinin peptides results from differential precursor RNA splicing and differential posttranslational processing. The specificity of peptide responses is the result of selective receptor subtype expression. (shrink)

Elwyn Richardson’s work at Oruaiti School from 1949 to 1962 has been almost exclusively interpreted as a unique experiment in art and craft education, partially as a result of impact of his book, In The Early World. The book is viewed as evidence of innovative departmental policies that allowed teachers wide latitude for experimentation, access to ample high-quality art materials and professional support. This interpretation of his work is, however, limiting as it obscures the scientific basis of Richardson’s approach. The (...) art and craft work at Oruaiti arose directly out of a scientific foundation that was shaped more by Richardson’s interest in environmental study than by the dominant ideas about child art. (shrink)

The article examines the convergence of studies on the Pastoral Epistles, with greater attention to the theme of education as a key to the purpose of the documents. The close association between the household and education is considered in an effort to shed light on the presentations of Timothy and Titus, emerging leadership roles, intergenerational instruction, and constructions of gender.

Philosophical theories of perception are generally admitted to be responses to certain problems or puzzles allied to the ancient dichotomy between Appearance and Reality. For they have been mainly provoked by the incompatibility of the common–sense assumption that an external, physical world exists and is revealed to the senses with the well–known facts of perceptual variation and error. If only what is real were perceived just as if only what is right were done it is possible that many of those (...) questions would never have been asked which lead to moral philosophy and a metaphysics of the external world. But sense perceptions of the same object vary so that it appears to have contradictory qualities and are sometimes completely deceptive. Nor do illusory differ internally from veridical perceptions. Moreover, perceptual variation and error can be unmasked only by such procedures as looking more carefully, listening harder, trying to touch, asking others, in short by more sense experience. So the senses are, as it were, both accused and judge in these disputes and why should a venal judge be trusted more than the criminal he tries? Such “correction” of one experience by another of the same kind seems no more reliable than the original “error.” Philosophers have found all this very puzzling. (shrink)

This paper is about a drug called misoprostol and its controversial clinical and social lives. Although originally developed as a prevention for gastric ulcers, in the 1980s, it developed an off-label reputation as an abortifacient. The drug’s association with clandestine abortion has profoundly shaped its social life as a marginal and suspect character in the realm of global maternal and reproductive health where it has the potential to prevent two major causes of maternal death––postpartum hemorrhage and unsafe abortion. The social (...) life of misoprostol has also been shaped by the question of authoritative practice, that is, the question of who can deliver medicine. Both issues are about the specters of misuse of misoprostol: off-label, illegal, immoral, or by unlicensed providers. In this paper, I focus ethnographically on two women’s health nongovernmental organizations that have been conducting clinical testing and advocacy for the use of misoprostol for reproductive indications in global maternal health settings. Drawing on the notions of pharmaceutical activism and protocol feminism, I describe and analyze how the tools of evidence and authoritative practice have been reassembled in new networks of expertise toward the social justice goals of life, access, and dignity for women. (shrink)

In his Introduction to McTaggart's Philosophical Studies , Dr. S. V. Keeling complains that in the interests of a prejudice in favour of science and scientific methods, Russell and his followers have denied the possibility of solving metaphysical problems without giving any philosophical reason for this proscription. And by “metaphysical problems,” Dr. Keeling seems to mean ethical problems about the amount of good and evil in the world, the nature of human beings and their destiny, the hopes of men about (...) immortality, and hence the “ultimate analysis of Time,” etc. Science is not concerned with such problems, and moreover it is the business of philosophy to “justify” induction and cannot itself employ a scientific method. Dr. Keeling therefore urges a return to the rationalism of McTaggart and the attempt to solve such problems by the deductive method. I want to say why this seems to me impossible and why such problems are insoluble unless they can be interpreted empirically and left to the investigation of the special sciences. I shall refer first to the most important feature of present empirical philosophy, then discuss metaphysical and other deductive systems, and finally dispute McTaggart's claim that the Self must be known by acquaintance and not by description, which Dr. Keeling regards, mistakenly, as it seems to me, the final refutation of this part of “positivistic phenomenalism.“ By this procedure I do not intend to justify or defend analytic philosophy but merely to re-compare its method with that of McTaggart. (shrink)