It is encouraging to note the renewed interest in the study of Hegel, not only in Europe, but also in the United States. For too long has Hegel been known only through his adversaries, so much so that a “Hegel Myth” has grown up with little regard for either historical accuracy or fair judgment. Recent indications are that this myth is being dissipated by the work of serious scholars, and a more authentic knowledge of Hegel’s position is becoming possible. No (...) one that I know of desires to reestablish the complete Hegelian system, but many scholars and philosophers hope to find new insight from the study of undistorted Hegelian thought. (shrink)

This is a textbook on traditional deductive logic, designed for a one semester course. Topics such as definition and the informal fallacies take the scope of the book somewhat beyond the boundaries of formal logic. Although the subjects covered in this book are for the most part topics standard in Aristotelian textbooks, the detail of the analysis exceeds the standard treatment. The book is divided into five main parts. The first part deals with the basic concepts of logic, and the (...) second part specifically examines the basic concepts of Aristotelian logic. Part 1 introduces the reader to the notions of argument and of validity. A valid argument is an argument whose conclusion follows necessarily from its premises, whereas a deductive argument is an argument that claims to be valid. (shrink)

This paper delineates the normative and empirical approaches to business ethics based upon five categories: 1) academic horne; 2) language; 3) underlying assumptions; 4) theory purpose and scope; 5) theory grounds and evaluation criteria. The goal of the discussion is to increase understanding of the distinctive contributions of each approach and to encourage further dialogue about the potential for integration of the field.

I argue for an alternative to Quine’s conception of observation sentences, one that better satisfies the roles Quine envisages for them, and that otherwise respects Quinean constraints. After reviewing a certain predicament Quine got into in balancing the needs of the intersubjectivity of observation sentences with his notion of the stimulus meaning of an observation sentence, I push for replacing the latter with what I call the ‘stimulus field’ of an observation sentence, a notion that remains ‘proximate’ but is shared (...) between different language users. Throughout, I emphasize the epistemological role of observation sentences. (shrink)

Through detailed and trenchant criticism of standard interpretations of some of the key arguments in analytical philosophy over the last sixty years, this book ...

Details the intellectual development of George Herbert Mead as a thinker of great originality and as a practitioner of social reform.

Examines and evaluates Socrates' role as an educator in Plato's dialogues.

The burgeoning literature on global value chains has recast our understanding of how industrial clusters are shaped by their ties to the international economy, but within this context, the role played by corporate social responsibility continues to evolve. New research in the past decade allows us to better understand how CSR is linked to industrial clusters and GVCs. With geographic production and trade patterns in many industries becoming concentrated in the global South, lead firms in GVCs have been under growing (...) pressure to link economic and social upgrading in more integrated forms of CSR. This is leading to a confluence of “private governance”, “social governance”, and “public governance”. This new form of “synergistic governance” is illustrated with evidence from recent studies of GVCs and industrial clusters, as well as advances in theorizing about new patterns of governance in GVCs and clusters. (shrink)

This article explores disciplinary approaches to educational studies over the past fifty years, in particular those developed by exponents of the 'foundation disciplines' of history, philosophy, psychology and sociology. It investigates the establishment of the disciplines during the first half of the period, and their consolidation, survival, and adaptation since the 1970s in a rapidly changing educational and political context. The nature of the contribution of the disciplines, both separately and together, to the study of education is assessed. The article (...) also considers the role of the disciplines in stimulating a pluralist and eclectic approach to the study of education, as opposed to the notion of a unitary and autonomous field of knowledge represented as 'educational research'. (shrink)

Laying foundations -- Rejecting aggression -- Safeguarding cooperation -- Enforcing law -- Rectifying injury -- Liberating society -- Situating liberation.

This book offers a detailed look at Guattari's working methods in transdisciplinary experimentation from the time of his youth to his final years.His youthful adventures in the post-war Youth Hostels movement, decisive contact with institutional pedgagogy and the mentor figures of Fernand Oury and his brother Jean, give rise to an extraordinary penchant for organizational innovation in his life at Clinique de La Borde in Cour-Cheverny, France, and collective forms of expression manifested in publishing ventures and diverse collaborative research formations.Guattari's (...) highly original and hitherto neglected theories of a-signifyng semiotics and minor cinema are explored in depth with reference to the political goals of the critique of infoculture and the molecular revolutionary tendencies that are released in the search for a people to come.Guttari's engagement with eco-politics and art practices displays his originality as a political thinker and is firmly grounded on his exporation of how subjectivity is produced inlate capitalism.Guattari's ground-breaking conception of transversal politics is fully explored in relation to Michel Foucault's sense of the concept and its role in global political theory. (shrink)

Scientific research is subject to a number of regulations which impose incidental (time, place), rather than substantive (type of research), restrictions on scientific research and the knowledge created through such research. In recent years, however, the premise that scientific research and knowledge should be free from substantive regulation has increasingly been called into question. Some have suggested that the law should be used as a tool to substantively restrict research which is dual-use in nature or which raises moral objections. There (...) are, however, some problems with using law to restrict or prohibit certain types of scientific research, including (i) the inherent imprecision of law for regulating complex and rapidly evolving scientific research; (ii) the difficulties of enforcing legal restrictions on an activity that is international in scope; (iii) the limited predictability of the consequences of restricting specific branches of scientific research; (iv) inertia in the legislative process; and (v) the susceptibility of legislators and regulators to inappropriate factors and influence. Rather than using law to restrict scientific research, it may be more appropriate and effective to use a combination of non-traditional legal tools including norms, codes of conduct, restrictions on publication, and scientist-developed voluntary standards to regulate problematic scientific research. (shrink)

Theories of language production have long been expressed as connectionist models. We outline the issues and challenges that must be addressed by connectionist models of lexical access and grammatical encoding, and review three recent models. The models illustrate the value of an interactive activation approach to lexical access in production, the need for sequential output in both phonological and grammatical encoding, and the potential for accounting for structural effects on errors and structural priming from learning.

As is reasonably well-appreciated, Quine struggled with his definition of the all-important notion of an observation sentence; especially in order to make them bear out his commitment to language’s being a ‘social art’. In an earlier article (_Mind_ 131(523):805–825, 2022), I proposed a certain repair, which here I will explain, justify and articulate further. But it also infects the definition of observation categoricals, and furthermore makes it a secondary matter, a seeming afterthought, that evidence, science and knowledge generally are shared—are (...) joint, social and collaborative products. Without forsaking Quine’s strict naturalism, I try to make the necessary adjustments to Quine’s scheme. (shrink)

Richard Wollheim was hardly alone in supposing that his account of pictorial depiction implies that a trompe-l’œil is not a depiction. I recommend removing this apparent implication by inserting a Kant-style version of aspect-perception into his account. I characterize the result as Neo-Wollheimian and retain the centrality of Wollheim’s notion of twofoldedness in the theory of depiction, but I demote it to a contingent feature of depictions and I criticize his employment of it for determining the category of both the (...) trompe-l’œil and depictions in general. (shrink)

This article argues that many (often Anglophone) interpreters of the Deduction have mistakenly identified Kant's aim as vindicating ordinary knowledge of objects and as refuting Hume's (alleged) skepticism about such knowledge. Instead, the article contends that Kant's aims were primarily negative. His primary mission (in the Deduction) was not to justify application of the categories to experience, but to show that any use beyond the domain of experience could not be justified. To do this, he needed to show that their (...) proper use in attaining metaphysical knowledge was restricted to (actual and possible) experience. The central theoretical claims of previous metaphysics were thus rendered void. Kant was not out to save ordinary knowledge from the skeptic, at least not originally, since he did not think such knowledge was in danger. Rather, he wanted to sustain the skeptical claim that we cannot justify metaphysical claims about things in themselves, hence that we cannot gain metaphysical knowledge about the existence of God, the immortality of the soul, the beginning of time, and the least parts of matter. He wanted to achieve this result in a more theoretically satisfying manner than had skeptical authors. Doing so would also allow him to curb certain forms of skeptical empiricism, by showing that we cannot disprove, or rule out as unintelligible, human freedom, an afterlife, or divine providence. The article ends by considering the retrospective rereadings of the Deduction by Hermann Cohen and P. F. Strawson, concluding that these rereadings force Kant's text into an alien mold, thereby diminishing its philosophical value as a work with its own distinctive aims and methods. (shrink)

I make a Quinean case that Quine’s ontological relativity marked a wrong turn in his philosophy, that his fundamental commitments point toward the classical view of ontology that was worked out in most detail in hisWord and Object. This removes the impetus toward structuralism in his later philosophy.

A survey of diverse aspects of the reception, attitudes toward, and activities of foreigners in the major cuneiform cultures of the third through first millennia B.C.E. While outsiders could play important roles in their new environments, they were generally soon assimilated into their host societies without effecting significant changes in them. Only toward the close of this period did the arrival of large groups of invaders convinced of the superiority of their own cultures, such as Persians and Greco-Macedonians, radically alter (...) the age-old civilizations of Mesopotamia, Syria, and Anatolia. (shrink)

Remer offers the surprising conclusion that humanist thinking on toleration was actually founded on the classical tradition of rhetoric.

This editorial introduction reviews the notions of disciplinarity and interdisciplinarity and their implications for an understanding of educational studies. It examines differences between multidisciplinarity and interdisciplinarity, also raising issues about boundary work around and across the disciplines. It discusses the question of whether education is a discipline, together with the role of the so-called 'foundation disciplines' of psychology, sociology, history and philosophy in underpinning educational studies.

This editorial introduction reviews the notions of disciplinarity and interdisciplinarity and their implications for an understanding of educational studies. It examines differences between multidisciplinarity and interdisciplinarity, also raising issues about boundary work around and across the disciplines. It discusses the question of whether education is a discipline, together with the role of the so-called ‘foundation disciplines’ of psychology, sociology, history and philosophy in underpinning educational studies.