Introduction to Philosophy: Classical and Contemporary Readings is the most comprehensive topically organized collection of classical and contemporary philosophy available. Ideal for introductory philosophy courses, the text offers a broad range of readings and depth. The text includes sections on God and Evil, Knowledge and Reality, the Philosophy of Science, the Mind/Body problem, Freedom of Will, Consciousness, Ethics, Political Philosophy, Existential Issues, and philosophical Puzzles and Paradoxes. (The unique section on Puzzles and Paradoxes is often praised by both instructors and (...) students.) -/- Easy to use for both students and instructors alike, the book incorporates boldfaced key terms (listed after each reading and defined in the glossary); a guide to writing philosophy papers; and a “Logical Toolkit;” and study questions after each reading selection. These features have allowed more students to learn philosophy by using what is seen as the highest quality collection of philosophical readings available. The ninth edition will be revised based on reviewer suggestions, and will include more diversity and readings by female philosophers. (shrink)

Introduction to Philosophy, Fourth Edition, is the most comprehensive topically organized collection of classical and contemporary philosophy available. Building on the exceptionally successful tradition of previous editions, this edition for the first time incorporates the insights of a new coeditor, John Martin Fischer, and has been updated and revised to make it more accessible. Ideal for introductory philosophy courses, the text includes sections on the meaning of life, God and evil, knowledge and reality, the philosophy of science, the mind/body (...) problem, freedom of will, consciousness, ethics, and philosophical puzzles and paradoxes. It presents seventy substantial--and in some cases complete--selections from the best and most influential works in philosophy, offering a unique balance between classical and contemporary material. An extensive glossary of philosophical terms is also included. The fourth edition features fifteen new readings, including work by Albert Camus, Roderick M. Chisholm, Daniel Dennett, Harry G. Frankfurt, William Paley, Derek Parfit, John Perry, Richard Taylor, Peter Van Inwagen, Bernard Williams, and Susan Wolf. Part III, Knowledge and Reality, has been restructured and now includes Plato's Thaetetus, selections by Edmund L. Gettier and Robert Nozick, and an essay by Christopher Grau that explores the philosophical concepts presented in the popular film The Matrix. Two new ethics puzzles--"The Trolley Problem" and "Ducking Harm and Sacrificing Others"--are also included. This edition incorporates Study Questions after each reading and is accompanied by an Instructor's CD and a Student Companion Website, both containing helpful resources. (shrink)

Introduction to Philosophy: Classical and Contemporary Readings, International Edition, is the most comprehensive topically organized collection of classical and contemporary philosophy available. The text includes sections on God and evil, knowledge and reality, the philosophy of science, the mind/body problem, freedom of will, consciousness, ethics, political philosophy, existential issues, and philosophical puzzles and paradoxes.

Die Begriffe Körper und Gesundheit sind (nicht erst) seit dem sogenannten body-, corporeal- oder somatic-turn Gegenstand sehr unterschiedlicher Disziplinen und Perspektiven: Die Komplexität der Zusammenhänge, Verschränkungen, Bedingungen des Gegenstandspaares Körper-Gesundheit bis hin zur Identifikation macht es erforderlich, multidisziplinär und multiperspektivisch vorzugehen. In diesem Band sind unterschiedliche Disziplinen und Perspektiven versammelt, die sich aus ihrer Fachgenese und wissenschaftlichen Position heraus mit Körper, Leib und Gesundheit beschäftigen, um v.a. Forschungsfelder zu erschließen und praxeologische Konsequenzen zu benennen.

Much of the focus of programs designed to promote responsible conduct in research has traditionally been on the high crimes of fabrication, falsification, and plagiarism. We believe that equally deserving of our attention are the misdemeanors that also can occur. Viewed as individual events, these “little murders” are far less serious. Yet, we believe that in the aggregate they can do great harm, not the least because they can set the stage for far greater crimes.

The prevalence of nonpaternity in human societies is difficult to establish. To obtain a current and fairly unbiased estimate of the nonpaternity rate in Germany, we analysed a dataset consisting of 971 children and their parents in whom human leukocyte antigen (HLA) typing had been carried out in the context of bone marrow transplantation. In this sample, nine exclusions (0.93%) could be identified on the basis of more than 300 HLA-haplotypes defined by four HLA genes. Given this number of exclusions, (...) a maximum likelihood estimate of the nonpaternity rate in the population of 0.94% was obtained with asymptotic 95% confidence limits of 0.33% and 1.55%, respectively. This result is in accordance with recent surveys as well as findings from Switzerland for a comparable sample, and it suggests that earlier estimates of the nonpaternity rate which were often in excess of 10% may have been largely exaggerated. (shrink)

Diese Festschrift für Michael Fischer ist ein Patchwork und eine wunderbare Mischung aus Wissenschaft, Persönlichem, Freundschaft und Genuss. Sie setzt sich aus unterschiedlichen und vielseitigen Texten, Zeichnungen und Bildern zusammen, von Menschen, die ihn begleitet haben, manche viele Jahre, manche nur eine kurze, aber entscheidende Zeit. Studentinnen und Studenten, die von ihm gelernt haben, Kolleginnen und Kollegen, die mit ihm Ideen entwickelt, Projekte initiiert und geforscht haben, Freunden aus Kunst und Kultur, Theater, Oper und den Bühnen des Lebens, (...) nämlich: Eric Hobsbawm, Claudio Magris, André Glucksmann, Wolf Singer, Johannes Hahn, Volker Gerhardt, Thomas Fischer, Rudolf (+) und Gundl Hradil, Helga Rabl-Stadler, Gerard Mortier, Jürgen Flimm, Brita Steinwendtner, Veit Heinichen, Peter Ruzicka, André Tubeuf, Thomas Oberender, Stefan Zweifel, Hermann Lübbe, Eduardo Chitas, Wilhelm Donner, Hans Eichhorn, Reinhard Kacianka, Tina Perisutti, Ulrich H. J. Körtner, Markus Hengstschläger, Henriette und Conrad Ulrich-Hürlimann, Michael Hagner, Thomas Macho, Johann Weyringer, Birgit Recki, Walther Ch. Zimmerli, Andreas Cesana, Kurt Seelmann. (shrink)

Die Einordnung der Rechtsphilosophie als akademische Disziplin reicht vom reinen Grundlagenfach mit «Service-Funktion» für die praktischen Rechtswissenschaften über ein interdisziplinäres Verständnis, das die Bezüge zu anderen ...

Now, in Emergent Forms of Life and the Anthropological Voice, path-breaking scholar Michael M. J. Fischer moves the discussion to a consideration of the ...

For graduate students to succeed as professionals, they must develop a set of general “survival skills”. These include writing research articles, making oral presentations, obtaining employment and funding, supervising, and teaching. Traditionally, graduate programs have offered little training in many of these skills. Our educational model provides individuals with formal instruction in each area, including their ethical dimensions. Infusion of research ethics throughout a professional skills curriculum helps to emphasize that responsible conduct is integral to succeeding as a researcher. It (...) also leads to the consideration of ethical dimensions of professional life not covered in traditional ethics courses. (shrink)

Stanley Cavell's work is distinctive not only in its importance to philosophy but also for its remarkable interdisciplinary range. Cavell is read avidly by students of film, photography, painting, and music, but especially by students of literature, for whom Cavell offers major readings of Thoreau, Emerson, Shakespeare, and others. In this first book-length study of Cavell's writings, Michael Fischer examines Cavell's relevance to the controversies surrounding poststructuralist literary theory, particularly works by Jacques Derrida, J. Hillis Miller, Paul de (...) Man, and Stanley Fish. Throughout his study, Fischer focuses on skepticism, a central concern of Cavell's multifaceted work. Cavell, following J. L. Austin and Wittgenstein, does not refute the radical epistemological questioning of Descartes, Hume, and others, but rather characterizes skepticism as a significant human possibility or temptation. As presented by Fischer, Cavell's accounts of both external-world and other-minds skepticism share significant affinities with deconstruction, a connection overlooked by contemporary literary theorists. Fischer follows Cavell's lead in examining how different genres address the problems raised by skepticism and goes on to show how Cavell draws on American and English romanticism in fashioning a response to it. He concludes by analyzing Cavell's remarks about current critical theory, focusing on Cavell's uneasiness with some of the conclusions reached by its practitioners. Fischer shows that Cavell's insights, grounded in powerful analyses of Descartes, Hume, and Wittgenstein, permit a fresh view of Derrida, Miller, de Man, and Fish. The result is not only a revealing characterization of deconstruction but a much-needed and insightful introduction to Cavell's rich but difficult oeuvre. (shrink)

The HRAF databases, eHRAF World Cultures and eHRAF Archaeology, each containing large corpora of curated text subject-indexed at the paragraph-level by anthropologists, were designed to facilitate rapid retrieval of information. The texts describe social and cultural life in past and present societies around the world. As of the spring of 2018, eHRAF contains almost three million indexed “paragraph” units from over 8000 documents describing over 400 societies and archaeological traditions. This chapter first discusses concrete problems of scale resulting from large (...) numbers of complex elements retrieved by any given search. Second, we discuss potential and partial solutions that resolve these problems to advance research, whether based on specific hypotheses, classification or identifying and evaluating embedded patterns of relationships. Third, we discuss new kinds of research possibilities that can be further advanced, have not yet been successfully attempted, or have not even been considered using anthropological data because of scale and complexity of achieving a result. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Michael Fischer ACCEPTING THE ROMANTICS AS PHILOSOPHERS The romanticsarenot widely regarded as philosophers, at least not in philosophy departments, where they are seldom taught.1 Some of the reasons behind this exclusion of the Romantics involve a general disdain for literature; other reasons suggest a more specific uneasiness with Romanticism itself—with its apparent interest in animism, its selfindulgence, its coolness toward reason, and, perhaps above all, its refusal (...) to abide by Kant's containment of skepticism. These complaints are not the invention of paranoid or obtuse academic philosophers (as some literary critics might like to think). In fact, some ofthese objections have dogged the Romantics from the beginning. There is something risky, or outlandish, about Romanticism that these criticisms bring out. I want here to pursue what is at stake in accepting the Romantics as philosophers. In discussing what may be threatening about Romanticism, I will be drawing on the work of Stanley Cavell. Unlike most professional philosophers, Cavell declares his indebtedness to the Romantics, but unlike some literary critics, he appreciates the dangers of the Romantic quest that he nevertheless joins. The Romantics often leave Cavell feeling nervous and wretched, as Thoreau left Emerson— and as Cavell leaves many of his own readers. Cavell affirms Romanticism while acknowledging the risks that have repelled some ofits critics: hence his usefulness to me here. The Romantics' quarrel with Kant perhaps best accounts for the contempt, or indifference, that Romanticism can inspire in academic philosophers. Cavell pictures Kant as arriving at a settlement with skepticism, a compromise that concedes the inaccessibility of things-inthemselves, while reassuring us of our right to say that "we do know the existence of the world, or rather, that what we understand as knowl179 180Philosophy and Literature edge is ofthe world."2 For Kant, again as Cavell portrays him, limiting knowledge—by relinquishing any claim to know things-in-themselves— is necessary to shoring up knowledge, to our still claiming that there is such a thing. By "knowledge" Kant, in effect, means science: he saves science by positioning it between skepticism (the denial of knowledge) and fanaticism or dogmatism (the expansion of knowledge beyond acceptable limits). By affirming the possibility of (scientific) knowledge, Kant thus contains skepticism, or at least curtails its damage. But by putting thingsin -themselves beyond knowledge, he also gives in to skepticism. According to Cavell, the Romantics balk at this trade-off, saying, in effect, "Thanks for nothing." 3 Knowledge of things-in-themselves is precisely the knowledge that the Romantics are most interested in. From this point ofview, Kant concedes too much to skepticism—and gets too little in return. Resisting Kant accordingly entails putting us back in touch with things, or bringing us face-to-face with them, which in turn means showing that we can face things or shy away from them, presumably as we can confront or avoid people. Cavell finds examples of Romantic writers facing things and even listening to them in Waiden, the "Intimations" ode, and other texts.4 But I want to focus here on a poem that Cavell does not mention, "Tintern Abbey," where Wordsworth speaks of that blessed mood, In which the burthen of the mystery, In which the heavy and weary weight Of all this unintelligible world, Is lightened:—that serene and blessed mood, In which the affections gently lead us on,— Until, the breath of this corporeal frame And even the motion of our human blood Almost suspended, we are laid asleep In Body, and become a living soul: While with an eye made quiet by the power Of harmony, and the deep power ofjoy, We see into the life of things. (11. 37-49) By "things" Wordsworth means nothing less than "all objects of all thought" (1. 101), "all that we behold / From this green earth"(11. 1045 ), "all the mighty world / Of eye, and ear" (U. 105-6). He specifically mentions "setting suns" (1. 97), "the round ocean and the living air, / Michael Fischer181 And the blue sky" (11. 97-98) and he declares himself "a lover of the meadows and the woods, / And mountains" (11. 103-4). In these lines—and others I need not cite—the world... (shrink)

Like many readers, I sympathize with Charles Altieri's attempt in "Presence and Reference in a Literary Text"1 to correct Derrida's assimilation of poetry to linguistic "freeplay without origin." But Altieri's "middle ground" solution is at best a stopgap measure, delaying the deconstructionist project but not finally answering it. Altieri agrees with Derrida that "language is not primarily a set of pictures ideally mirroring a world" . But he resists the conclusion that for Derrida follows from this premise, namely, that poems (...) are consequently self-referential and antimimetic. Instead Altieri adopts a position between these two extremes, seeing in art the representation not of reality but of the "stances" we take toward our world. Poems reveal "the qualities of human actions" . In "This is Just to Say," for example, Williams constructs a "simple drama" which brings to light a speaker's "honesty, self-knowledge, and faith in his wife's understanding" . · 1. Charles Altieri, "Presence and Reference in a Literary Text: The Example of Williams' 'This is Just to Say,'" Critical Inquiry 5 : 489-510; all further references to this article will be included in this text. Michael Fischer is an assistant professor of English at the University of New Mexico. He has written on nineteenth- and twentieth-century modern critical theory and on the defense of poetry in modern criticism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Using Stanley CavellMichael FischerContending with Stanley Cavell, edited by Russell B. Goodman, 205 pp. Oxford: Oxford University Press, 2005, $45.00Reading Cavell, edited by Alice Crary and Sanford Shieh, 262 pp. London: Routledge, 2006, $120.00Stanley Cavell, edited by Richard Eldridge, 260 pp. Cambridge: Cambridge University Press, 2003, $24.99.Stanley Cavell often speaks of inheriting and carrying on the work of Ludwig Wittgenstein, Ralph Waldo Emerson, Henry David Thoreau, and other writers. (...) These writers help him move on in his own thinking, turning him around when he feels lost, provoking him when he gets discouraged or stuck. His indebtedness to J. L. Austin in the acknowledgements to Must We Mean What We Say? (1969) captures one way he benefits from all the writers who have influenced him: "To the late J. L. Austin I owe, beyond what I hope is plain in my work, whatever is owed the teacher who shows one a way to do relevantly and fruitfully the thing one had almost given up hope of doing."1 By taking up the work of the writers he values, Cavell hopes to undo what he sees as their neglect and misappropriation by the culture at large and by the academic profession. He makes his case for these writers not so much by exhortation as by his own use of them.The impact of Cavell's own writing on his readers continues to unfold, as these three books attest. Each is a helpful collection of essays by scholars in various fields discussing his work. Reading Cavell includes [End Page 198] an essay by Cavell ("The Wittgensteinian Event"), as does Contending with Stanley Cavell ("Passionate and Performative Utterance: Morals of Encounter"), which also features a response by Cavell to the other essays in the volume.The contributors in these three volumes all begin from the assumption that Cavell, like the writers who have influenced him, remains marginalized even though interest in his work has grown. But his isolation can be overstated. In an otherwise insightful essay on Cavell's literary criticism ("The Avoidance of Stanley Cavell" in Contending with Stanley Cavell ), Garrett Stewart laments "the regrettable undercirculation of Cavell's ideas" (p. 140) in literary studies and predicts that "mainstream literary scholars will increasingly have a hard time" with his writing—Stewart calls it "literary prose"—because it calls on reading skills that in the "epoch of cultural studies, discourse analysis, and the semiotics of social energy" have "atrophied" (p. 153). In the introduction to this same volume, Russell Goodman offers a more measured, less pessimistic assessment that gets Cavell's peculiar professional status exactly right: "Cavell occupies a curious position in all the fields in which he works: he is at the same time a major figure and one whose work people do not quite know how to use" (p. 3).In figuring out how to use Cavell, several contributors to these volumes begin by explicating his key ideas and texts. The writers in Stanley Cavell assess his contributions to several broad areas, including ethics, theory of action, philosophy of mind and language, aesthetics, and Shakespeare criticism. Reading Cavell and Contending with Stanley Cavell include essays on such central topics as his view of skepticism and his understanding of the ordinary. Of special note is Stephen Mulhall's close reading of the opening of The Claim of Reason, "On Refusing to Begin," in Contending with Stanley Cavell. One barrier to using Cavell remains his style, which readers either love or hate. Mulhall shows that the very features of Cavell's writing that some readers find most annoying—for example, his penchant for complicating and qualifying even the apparently most obvious point—in fact instruct us in how to read him. Mulhall astutely describes The Claim of Reason and Philosophical Investigations as modernist texts written in the absence of philosophical conventions that the writers can take for granted. Such writing must resemble "a half-built edifice whose form acknowledges both its origin in ruins and the completion it foreshadows" (p. 32)—but never attains.In addition to explicating Cavell, other contributors to these volumes extend his work to texts and issues he does not address. These... (shrink)

Papers presented at a meeting organized by the èOsterreichische Sektion of the International Association for Philosophy of Law and Social Philosophy and the Institut fèur Rechtsphilosophie, Methodologie der Rechtswissenschaften und Allgemeine Staatslehre, Universitèat Salzburg, and held May 18-20, 1983 at the Bildungshaus Virgil, Salzburg.

Many humanities professors feel anxious about the future of their subject. Declining enrollments, shrinking budgets, a depressed academic job market, and widely publicized gibes by governors and editorialists about the uselessness of the humanities are prompting some humanities scholars—myself included—to wonder occasionally whether anyone is going to carry on the work we care so much about. In her contribution to one of several recent books that I will be examining here on the plight of the humanities, Judith Butler admits, “I (...) even sometimes think maybe I will be lucky enough to leave the earth before I have to see the full destruction of the humanities.”1 Although pressures to demonstrate the... (shrink)

Double-entry accounting, with its method for the objective calculation of profits and system of capital accounting, is often seen as closely linked with our modern-day system of capitalism. Questions regarding the role of profits are at the center of many debates on "business ethics." Luca Pacioli, a 15th century Franciscan friar, is recognized as the "father of accounting" because he published the first description of the double-entry system. However, Pacioli's "ethical" views have not been as broadly recognized. The main purpose (...) of this paper is to present and discuss Pacioli's views on the conduct of business enterprise and the pursuit of business profits. (shrink)

The archive is the place for the storage of documents and records. With the emergence of the modern state, it became the storehouse for the material from which national memories were constructed. Archives also housed the proliferation of files and case histories as populations were subjected to disciplinary power and surveillance. Behind all scholarly research stands the archive. The ultimate plausibility of a piece of research depends on the grounds, the sources, from which the account is extracted and compiled. An (...) expanding and unstable globalizing archive presents particular problems for classifying and legitimating knowledge. Increasingly the boundaries between the archive and everyday life become blurred through digital recording and storage technologies. Not only does the volume of recordable archive material increase dramatically, but the volume of material seen worthy of archiving increases too, as the criteria of what can, or should be, archived expands. Life increasingly becomes lived in the shadow of the archive. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Stanley Cavell and Criticizing the University from WithinMichael FischerStanley Cavell has spoken often of his "lifelong quarrel with the profession of philosophy" but he has said less about the university as a whole and its pressures on all academic disciplines, philosophy included. 1 In Cavell's work, "academic" or "professional" philosophy takes shape in an institutional context he has not yet fully analyzed. I want here to extrapolate from Cavell's (...) work a critical, yet sympathetic, response to the university that I think is especially needed today, when the rise of the so-called corporate university is intensifying some of the professional pressures that Cavell resists.Cavell's discomfort with academic philosophy stems in part from what he regards as its narrowness, specifically, its marginalization of Ludwig Wittgenstein and other philosophers, not to mention Henry David Thoreau and Ralph Waldo Emerson, the comedies of remarriage, and other work that Cavell cares about. In his view, the professional marginalization of these writers partly results from their exemplifying what can seem to be a vague moral seriousness, even at times a prophetic urgency, that calls for something akin to conversion rather than issuing in specific conclusions or reforms. According to Cavell, academic philosophy, by contrast, subsumes moral concerns under ethics, a separate field in which the "point of conversation is getting the other to agree to, or to do, something." 2Although Cavell does not systematically analyze the institutional pressures on academic philosophy, he does drop some hints. As befitting a subject seeking legitimacy in the university, academic philosophy has aligned itself with teachable subjects such as science, as opposed to more elusive pursuits such as painting and creative writing, which [End Page 471] have been less at home in the university and where the necessity of university instruction may be less clear and the line between success and failure harder to draw. 3 What can be taught in academic philosophy is a method of analysis, mastery of which can be certified in students by professors and in professors by journals, promotion and tenure committees, and administrators. Subdividing philosophy into discrete fields such as ethics makes it even more manageable, or less susceptible to sweeping pronouncements that cannot be tested by experts. Finally, the interest in getting "the other to agree to, or to do, something" associates academic philosophy, or at least ethics, with measurable results and maybe even progress.The rise of the so-called corporate university has exacerbated the emphasis on teachable expertise and definable outcomes that I have been describing. Take the largest private university in the United States—the University of Phoenix—as a model that some state and non-profit private universities may be emulating as they struggle to cut costs, meet external expectations, and work with reduced budgets. At the University of Phoenix, the interest in measurable results gets recast as learning outcomes that teachers enable students to reach as efficiently as possible. Specialization narrows these learning outcomes to sharply defined skills, such as writing business memos, which students can master and build on. Finally, the emphasis on method does not simply depersonalize instruction; it reduces the need for instructors. Each instructor is tasked with teaching as many students as possible, sometimes through distance learning, with class size reaching a limit only when the learning outcomes cannot be delivered. Lacking tenure, these instructors can be replaced, like interchangeable parts, when they wear out or their student customers become too dissatisfied with them. At another rapidly growing for-profit university, DeVry, students unhappy with their instructors are assured, in the words of a campus dean, that "weak links" will be "fixed" in a "total quality management" environment. 4Along similar lines, Lindsay Waters has recently explored how "the corporate makeover of the university" and "the commercialization of higher education" have affected academic publishing. 5 Universities compete in an increasingly cutthroat marketplace and face an escalating insistence on results from state legislatures, federal agencies, accrediting associations, and boards. Capitulating to this "accountability culture" (EP, p. 20), bottom-line driven administrators have stepped up demands for faculty productivity, measured in quantitative terms by numbers of students taught, grants won, and, what most concerns Waters, books and [End... (shrink)