The great Falsification Debate about the logical status of religious beliefs seems fairly quiescent at present. Most philosophers of religion have opted for one or the other of two opposite responses to the falsificationists' challenge.

Summary Critics have said that Kuhn's account of scientific revolutions represents them as subjective and irrational processes, in which mystical conversions and community pressures rather than good reasons determine choices between theories. Kuhn rejects the charge, insisting that there is partial communication among proponents of competing paradigm candidates and their arguments are rational though not coercive. The critics reply that in fact Kuhn's position entails total non-communication and irrationality. A Kuhnian account of partial communication is thus necessary. Kuhn's attempt to (...) give one, based on the notion that the good reasons advanced in paradigm debates function asvalues, fails. But a more satisfactory account can be given if it is recognized that paradigm-debaters will, in one or both of two ways, share paradigmsother than the ones at issue. Further, Kuhn's position both should and can accommodate a notion of theory reduction; his unqualified rejection of reduction is an unnecessary weakness, even apart from questions about the rationality of revolutions. The paper concludes with a brief examination of the contrast between Kuhn's and Feyerabend's strategies for the advancement of science. (shrink)

The idea of legal rights today enjoys virtually universal appeal, yet all too often the meaning and significance of rights are poorly understood. The purpose of this volume is to clarify the subject of legal rights by drawing on both historical and philosophical legal scholarship to bridge the gap between these two genres--a gap that has divorced abstract and normative treatments of rights from an understanding of their particular social and cultural contexts. Legal Rights: Historical and Philosophical Perspectives shows that (...) the meaning and extent of rights has been dramatically expanded in this century, though along with the widespread and flourishing popularity of rights, voices of criticism have increasingly been raised. The authors take up the question of the foundation of rights and explore the postmodern challenges to efforts to ground rights outside of history and language. Drawing rich historical analysis and careful philosophical inquiry into productive dialogue, this book explores the many facets of rights at the end of the twentieth century. In these essays, potentially abstract debates come alive as they are related to the struggles of real people attempting to cope with, and improve, their living conditions. The significance of legal rights is measured not just in terms of philosophical categories or as a collection of histories, but as they are experienced in the lives of men and women seeking to come to terms with rights in contemporary life. Contributors are Hadley Arkes, William E. Cain, Thomas Haskell, Morton J. Horwitz, Annabel Patterson, Michael J. Perry, Pierre Schlag, and Jeremy Waldron. Austin Sarat is William Nelson Cromwell Professor of Jurisprudence and Political Science, Amherst College. Thomas R. Kearns is William H. Hastie Professor of Philosophy, Amherst College. (shrink)

This book is the culmination of almost forty years of writing and thinking about speech acts and the use theory of meaning. Chapter 1 sets out and defends a version of the Austin-Searle trichotomy of a sentential act, i.e., uttering a sentence or surrogate, an illocutionary act, i.e., uttering a sentence with a certain "content" as reported by indirect speech, and a perlocutionary act, i.e., producing an effect on an audience by an utterance. Chapter 2 poses the question: what (...) condition C will turn an SA into an IA: F? Perhaps adding a perlocutionary intention to the effect that "U asserts that p only if U utters p with the intention of getting H to believe that p" will meet condition C. Alston argues, contra Schiffer, that it will not. Chapter 3 objects to Searle's analysis of sincere and non-defective promising, on the one hand, because there are too many ways a promise can be defective and, on the other hand, because some of Searle's conditions are not necessary for promising simpliciter. Alston proposes. (shrink)

H´ector-Neri Casta˜neda-Calder´on (December 13, 1924–September 7, 1991) was born in San Vicente Zacapa, Guatemala. He attended the Normal School for Boys in Guatemala City, later called the Military Normal School for Boys, from which he was expelled for refusing to fight a bully; the dramatic story, worthy of being filmed, is told in the “De Re” section of his autobiography, “Self-Profile” (1986). He then attended a normal school in Costa Rica, followed by studies in philosophy at the University of San (...) Carlos, Guatemala. He won a scholarship to the University of Minnesota, where he received his B.A. (1950), M.A. (1952), and Ph.D. (1954), all in philosophy. His dissertation, “The Logical Structure of Moral Reasoning”, was written under the direction of Wilfrid Sellars. He returned to teach in Guatemala, and then received a scholarship to study at Oxford University (1955–1956), after which he took a sabbatical-replacement position in philosophy at Duke University (1956). His first full-time academic appointment was at Wayne State University (1957– 1969), where he founded the philosophy journal Noˆus (1967, a counter-offer made to him by Wayne State to encourage him to stay there rather than to take the chairmanship of philosophy at the University of Pennsylvania). In 1969, he moved (along with several of his Wayne colleagues) to Indiana University, where he eventually became the Mahlon Powell Professor of Philosophy and, later, its first Dean of Latino Affairs (1978–1981). He remained at Indiana until his death. He was also a visiting professor of philosophy at the University of Texas at Austin (1962–1963) and a fellow at the Center for Advanced Study in the Behavioral Sciences (1981–1982). He received grants and fellowships from the Guggenheim Foundation (1967–1968), the T. Andrew Mellon Foundation, the National Endowment for the Humanities, and the National Science Foundation. He was elected President of the American Philosophical Association Central Division (1979– 1980), named to the American Academy of Arts and Sciences (1990), and received the Presidential Medal of Honor from the Government of Guatemala (1991). Casta˜neda’s philosophical interests spanned virtually the entire spectrum of philosophy, and his theories form a highly interconnected whole.. (shrink)

The concept of scientific history / Isaiah Berlin -- The limits of scientific history / W.H. Walsh -- The objectivity of history / J.A. Passmore -- Explanation in science and in history / C.G. Hempel -- The Popper-Hempel theory reconsidered / Alan Donagan -- The autonomy of historical understanding / Louis O. Mink -- Historical continuity and causal analysis / Michael Oakeshott -- Causal judgment in history and in the law / H.L.A. Hart and A.M. Honoré -- Causes, connections and (...) conditions in history / Michael Scriven -- The historical individual / A.C. Danto -- Methodological individualisms : definition and reduction / May Brodbeck -- Societal laws / Maurice Mandelbaum -- Determinism in history / Ernest Nagel. (shrink)

This update of the original version focuses on six central problems in the critical philosophy of history and explores the connections among them. Starting with the fundamentals of each philosophical topic in history and then delving into the specifics of each to better understand the surrounding issues, the reference first offers a comprehensive introduction into these topics then covers explanation and understanding ... objectivity and value judgment .. causes in history ... the nature and role of narrative ... and historical (...) determinism. Suitable for students, professors, and anyone else interested in the philosophy of history. (shrink)

Neurobiologist William Calvin explores the human brain, positing that the neurons in the brain operate in an accelerated version of biological evolution, evolving ideas through random variations and selections, and supports his hypothesis with numerous ca.

A systematic, rigorous, comprehensive, and unified overview of evolutionary game theory.

The pedagogical technique of the playful Plato, especially his ability to create living discourses that directly address the student, is the subject of Plato the Teacher. “The crisis of the Republic” refers to the decisive moment in his central dialogue when philosopher-readers realize that Plato’s is challenging them to choose justice by going back down into the dangerous Cave of political life for the sake of the greater Good, as both Socrates and Cicero did.

In the first section, I consider what several logicians say informally about the notion of logical consequence. There is significant variation among these accounts, they are sometimes poorly explained, and some of them are clearly at odds with the usual technical definition. In the second section, I first argue that a certain kind of informal account—one that includes elements of necessity, generality, and apriority—is approximately correct. Next I refine this account and consider several important questions about it, including the appropriate (...) characterization of necessity, the criterion for selecting logical constants, and the exact role of apriority. I argue, among other things, that there is no need to recognize a special logical sense of necessity and that the selection of terms to serve as logical constants is ultimately a pragmatic matter. In the third section, I consider whether the informal account I have presented and defended is adequately represented by the usual technical definition. I show that it is, and provably so, for certain limited ways of selecting logical constants. In the general case, however, there seems to be no way to be sure that the technical and informal accounts coincide. (shrink)

In this book, William H. F. Altman argues that it is not order of composition but reading order that makes Euthyphro, Apology of Socrates, Crito, and Phaedo “late dialogues,” and shows why Plato’s decision to interpolate the notoriously “late” Sophist and Statesman between Euthyphro and Apology deserves more respect from interpreters.

This book explains and defends a central ideas in the theory of history put forward by R. G. Collingwood, perhaps the foremost philosopher of history in the 20th century. Professor Dray analyses critically the idea of re-enactment, explores the limits of its applicability, and determines its relationship to other key Collingwoodian ideas, such as the role of imagination in historical thinking, and the indispensability of a point of view.

In the first section, I consider what several logicians say informally about the notion of logical consequence. There is significant variation among these accounts, they are sometimes poorly explained, and some of them are clearly at odds with the usual technical definition. In the second section, I first argue that a certain kind of informal account—one that includes elements of necessity, generality, and apriority—is approximately correct. Next I refine this account and consider several important questions about it, including the appropriate (...) characterization of necessity, the criterion for selecting logical constants, and the exact role of apriority. I argue, among other things, that there is no need to recognize a special logical sense of necessity and that the selection of terms to serve as logical constants is ultimately a pragmatic matter. In the third section, I consider whether the informal account I have presented and defended is adequately represented by the usual technical definition. I show that it is, and provably so, for certain limited ways of selecting logical constants. In the general case, however, there seems to be no way to be sure that the technical and informal accounts coincide. (shrink)

Combining engaging discussions and stimulating new case studies, BUSINESS ETHICS: A TEXTBOOK WITH CASES gives students a comprehensive survey of business ethics that will guide them toward becoming ethical professionals, even if they have never studied philosophy before. Rich with real-world examples, BUSINESS ETHICS: A TEXTBOOK WITH CASES invites students to critically analyze and apply a broad range of philosophical concepts and principles to today's most important issues in business and beyond. BUSINESS ETHICS: A TEXTBOOK WITH CASES is a concise (...) (without readings) and updated version of the eleventh edition of MORAL ISSUES IN BUSINESS. BUSINESS ETHICS: A TEXTBOOK WITH CASES is also available in an eBook format. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. (shrink)

"[This] book guides readers in thinking deeply about important moral issues that frequently arise in business situations and helps them develop the reasoning and analytical skills to resolve those issues. Combining insightful and accessible textbook chapters by the authors, cases that highlight the real-world importance of key ethical concepts, and reading selections from the most influential voices in contemporary ethical debates, this book provides a comprehensive, flexible, and pedagogically proven course of study exploring the intersections of commerce and ethics."--Book cover.

Aimed at undergraduates, _Contemporary Ethics_ presupposes little or no familiarity with ethics and is written in a clear and engaging style. It provides students with a sympathetic but critical guide to utilitarianism, explaining its different forms and exploring the debates it has spawned. The book leads students through a number of current issues in contemporary ethics that are connected to controversies over and within utilitarianism. At the same time, it uses utilitarianism to introduce students to ethics as a subject. In (...) these ways, the book is not only a guide to utilitarianism, but also an introduction to some standard problems of ethics and to several important topics in contemporary ethical theory. (shrink)

In this book, William H. F. Altman considers the pedagogical connections behind the post-Republic dialogues from Timaeus to Theaetetus in the context of their Reading Order.