A term with myriad associations, revolution is commonly understood in its intellectual, historical, and sociopolitical contexts. Until now, almost no attention has been paid to revolution and questions of geography. Geography and Revolution examines the ways that place and space matter in a variety of revolutionary situations. David N. Livingstone and Charles W. J. Withers assemble a set of essays that are themselves revolutionary in uncovering not only the geography of revolutions but the role of geography in revolutions. Here, (...) scientific revolutions—Copernican, Newtonian, and Darwinian—ordinarily thought of as placeless, are revealed to be rooted in specific sites and spaces. Technical revolutions—the advent of print, time-keeping, and photography—emerge as inventions that transformed the world's order without homogenizing it. Political revolutions—in France, England, Germany, and the United States—are notable for their debates on the nature of political institutions and national identity. Gathering insight from geographers, historians, and historians of science, Geography and Revolution is an invitation to take the where as seriously as the who and the when in examining the nature, shape, and location of revolutions. (shrink)

LIBERTY IN HUME'S HISTORY OF ENGLAND In his own lifetime, Hume was feted by his admirers as a great historian, and even his enemies conceded that he was a controversial historian with whom one had to reckon. On the other hand, Hume failed to achieve positive recognition for his philosophical views. It was Hume's History of England that played an influential role in public policy debate during the eighteenth century in both Great Britain and in the United States. Hume's Hist01Y (...) of England passed through seven editions and was beginning to be perceived as a classic before Hume's death. Voltaire, as an historian, considered it "perhaps the best ever written in any lan guage. " Gibbon greatly admired Hume's work and said, of a letter written by Hume in 1776 praising the Decline and Fall of the Roman Empire, that a compliment from Hume "overpaid the labor of ten years. " After Hume's death on August 20, 1776, the History became a factor in the revolutionary events that began to unfold. Louis XVI was a close student of Hume's History, and his valet records that, upon having learned that the Convention had voted the death penalty, the King asked for the volume in Hume's History covering the trial and execution of Charles I to read in the days that remained. But if Louis XVI found the consolations of philosophical history in the Stuart volumes, Thomas Jefferson saw in them a cause for alarm. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hume Studies Volume XXI, Number 2, November 1995, pp. 151-164 On Hume's Conservatism DONALD W. LIVINGSTON In Opinion and Reform in Hume's Political Philosophy,1 John Stewart seeks to establish two theses. The first is that Hume's philosophical skepticism does not entail political conservatism as many commentators have argued, and the second is that central to all of Hume's writings, but especially to the History and the Essays, is (...) a program of major reforms. These include an ethic of individualism and cosmopolitanism, protection of private property, representative government under the rule of law, free trade, anti-imperialism, and moderate secularization. Stewart is right, I think, that these reforms are central to Hume's philosophic project, and he explores them with historical depth and subtlety. What is not so convincing, however, at least in the form presented, is the thesis that Hume is a liberal and not a conservative. And it is this thesis that I wish to explore. The first thing to appreciate is the sense in which Hume is neither a liberal nor a conservative. These are early nineteenth century terms framed to characterize a political and intellectual response to the French Revolution and to the Industrial Revolution. Liberalism and conservatism were not and could not have been a part of Hume's own self-understanding. That understanding is revealed clearly enough in Hume's remark that he was a whig in respect to "things" and a tory in respect to "persons" (HL II237). That is, he admired the moral character of Charles I and leading royalists more than the characters of Cromwell and the Puritan fanatics. But he was happy about the unintended consequences of the Puritan rebellion which led to the constitution of liberty Donald W. Livingston is at the Philosophy Department, Emory University, 214 Bowden Hall, Atlanta GA 30322 USA. 152 Donald W. Livingston of 1689 (the whig order of "things," namely liberty and the rule of law). But though Hume could not have thought of himself as a liberal or a conservative, it is possible to find intimated in his philosophy a pattern of thought significantly similar to a later structure of thought which may properly be called liberal or conservative as the case may be. Such retrospective judgments are legitimate as long as there is sufficient evidence to support the appropriate historical claim about what Hume did and thought he had done and an adequate philosophical theory of what liberalism and conservatism are. But if Hume is to be recruited as part of a liberal or conservative political tradition, we must be clear about what is meant by the terms 'liberal' or 'conservative '. And this is no easy matter; for these terms have not only changed their meanings over time, they are highly contested terms, being in their very nature partisan expressions the explication of which cannot entirely escape a political commitment. What I find unsatisfactory about Stewart's thesis that Hume should not be thought of as part of the conservative political tradition is not so much what he says about the critical and reforming character of Hume's thought (in that he is essentially correct) as that he does not offer a philosophical theory of conservatism or liberalism. The result is that much of the liberalism he finds in Hume would be embraced by self-professed conservatives, and some of what he characterizes as conservatism would be denied. One must gather Stewart's meaning for these terms from various contexts. In some places a conservative is thought of as a philosophical skeptic who has nothing to cling to but the raft of custom and is, consequently, incapable of making judgments of truth. Or, a conservative may be one who can indeed make judgments but is uncritical and perhaps even bigoted in doing so. Or finally, a conservative may be one whose character is informed by an ungenerous disposition to defend the status quo regardless of the oppression of others.2 Stewart argues that Hume is not a conservative in these senses but is a critical political theorist whose philosophical skepticism not only did not prohibit, but positively legitimated the formulation of truths about political things. In his... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Charles Faulkner Bryan: His Life and MusicTerese M. VolkCarolyn Livingston, Charles Faulkner Bryan: His Life and Music ( Knoxville, TN: University of Tennessee Press, 2003)There are many biographical studies in music education history.1 Indeed, it seems one of the easiest fields in historical research to mine—that is, until the researcher finds him or herself in the midst of what could be a years-long endeavor. Then (...) the choice is to commit to the research or quit. Carolyn Livingston did not quit. Her research began in 1981, continued through twenty years of investigations, interviews, library searches, and analyses, and has culminated in Charles Faulkner Bryan: His Life and Music. This book is not just the usual sequence of events in the life of a musician. Rather, it is more like becoming acquainted with someone you have never met before, yet feel comfortable with immediately. Charles Faulkner Bryan is genuinely likeable, and Livingston brings the person of Bryan to the fore and lets his humanity shine through his life and his music.Charles Faulkner Bryan: His life and Music is divided into two sections (pre- and post-WWII), each with four chapters. Livingston looks at this musician from several perspectives: the composer, the educator, the researcher, and the man. Appalachian folk music is the theme that connects the chapters, as it connected the events in Bryan's life. [End Page 211]Chapter 1 focuses on Bryan's youth, during which he and his family discovered his musical abilities. From performing at school, to building his own "turtle uke,"2 to his studies at the Nashville Conservatory of Music, Livingston describes the family support behind his developing musicality. Chapter 2 shows the reader his humanity even more clearly. Livingston tells of his early career as a music educator at the Tennessee Polytechnic institute; his marriage; and his mentorship of a young Black singer, J. Robert Bradley. That Bryan, a white Southerner, gave voice lessons to Bradley was not only generally unheard of with segregation as it was in the United States during the 1930s, but was dangerous to his career as well. Bryan moved on to teach at Peabody College in Nashville and then worked for the Works Progress Administration (WPA) Music Program on the Tennessee Music Project. Later he became the assistant state coordinator for the Tennessee State Defense Council. During both of these service positions, he called for music education improvements in Tennessee. Commenting on his work during this period, Livingston says, "Bryan was both of his time and ahead of his time... grounded in reality and yet visionary."3In Chapter 3, Livingston gives the reader a review of the "status of folk music scholarship and performance" as it existed in the 1930s.4 She takes pains to introduce the folk music researchers and musicians who influenced Bryan in his work with Appalachian folk music: Lucien L. McDowell and Flora Lassiter McDowell, George Pullen Jackson, Charles Seeger, and John Jacob Niles. These connections and friendships were to influence his awareness of Appalachian folk music and would continue for the rest of his life. By 1945 he had come to be considered an authority on folk music in his own right and his vision of this music came to encompass "the ultimate meaning in representing America itself."5Chapter 4 traces Bryan's development as a composer. It is in this chapter that Livingston begins to incorporate analyses of Bryan's most popular compositions. Her reviews of these compositions are clear and detailed without being overly theoretical. Some of the selections she analyzes include "Charlottown," "The Ballad of the Harp Weaver," and the White Spiritual Symphony. The Symphony in particular shows his respect for the folk songs he incorporated in this composition. Indeed, as Livingston points out several times, he maintained the integrity of these songs in all his compositions and performances. Chapter 4 concludes with Bryan's academic achievements: a Guggenheim Fellowship for music composition and his acceptance at Yale University to study composition under Hindemith.Livingston continues the discussion and analyses of Bryan's compositions in Chapter 5, detailing his time at Yale. His completed choral works from this period include the "Bell... (shrink)

Paisley Livingston here addresses contemporary controversies over the role of "theory" within the humanistic disciplines. In the process, he suggests ways in which significant modern texts in the philosophy of science relate to the study of literature. Livingston first surveys prevalent views of theory, and then proposes an alternative: theory, an indispensable element in the study of literature, should be understood as a Cogently argued and informed in its judgments, this book points the way to a fuller understanding (...) of the special contribution that literary knowledge may make within the human sciences. (shrink)

Early analytic philosophy -- Radical translation and intersubjective practice -- Critical outcome.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Charles Faulkner Bryan: His Life and MusicTerese M. VolkCarolyn Livingston, Charles Faulkner Bryan: His Life and Music ( Knoxville, TN: University of Tennessee Press, 2003)There are many biographical studies in music education history.1 Indeed, it seems one of the easiest fields in historical research to mine—that is, until the researcher finds him or herself in the midst of what could be a years-long endeavor. Then (...) the choice is to commit to the research or quit. Carolyn Livingston did not quit. Her research began in 1981, continued through twenty years of investigations, interviews, library searches, and analyses, and has culminated in Charles Faulkner Bryan: His Life and Music. This book is not just the usual sequence of events in the life of a musician. Rather, it is more like becoming acquainted with someone you have never met before, yet feel comfortable with immediately. Charles Faulkner Bryan is genuinely likeable, and Livingston brings the person of Bryan to the fore and lets his humanity shine through his life and his music.Charles Faulkner Bryan: His life and Music is divided into two sections (pre- and post-WWII), each with four chapters. Livingston looks at this musician from several perspectives: the composer, the educator, the researcher, and the man. Appalachian folk music is the theme that connects the chapters, as it connected the events in Bryan's life. [End Page 211]Chapter 1 focuses on Bryan's youth, during which he and his family discovered his musical abilities. From performing at school, to building his own "turtle uke,"2 to his studies at the Nashville Conservatory of Music, Livingston describes the family support behind his developing musicality. Chapter 2 shows the reader his humanity even more clearly. Livingston tells of his early career as a music educator at the Tennessee Polytechnic institute; his marriage; and his mentorship of a young Black singer, J. Robert Bradley. That Bryan, a white Southerner, gave voice lessons to Bradley was not only generally unheard of with segregation as it was in the United States during the 1930s, but was dangerous to his career as well. Bryan moved on to teach at Peabody College in Nashville and then worked for the Works Progress Administration (WPA) Music Program on the Tennessee Music Project. Later he became the assistant state coordinator for the Tennessee State Defense Council. During both of these service positions, he called for music education improvements in Tennessee. Commenting on his work during this period, Livingston says, "Bryan was both of his time and ahead of his time... grounded in reality and yet visionary."3In Chapter 3, Livingston gives the reader a review of the "status of folk music scholarship and performance" as it existed in the 1930s.4 She takes pains to introduce the folk music researchers and musicians who influenced Bryan in his work with Appalachian folk music: Lucien L. McDowell and Flora Lassiter McDowell, George Pullen Jackson, Charles Seeger, and John Jacob Niles. These connections and friendships were to influence his awareness of Appalachian folk music and would continue for the rest of his life. By 1945 he had come to be considered an authority on folk music in his own right and his vision of this music came to encompass "the ultimate meaning in representing America itself."5Chapter 4 traces Bryan's development as a composer. It is in this chapter that Livingston begins to incorporate analyses of Bryan's most popular compositions. Her reviews of these compositions are clear and detailed without being overly theoretical. Some of the selections she analyzes include "Charlottown," "The Ballad of the Harp Weaver," and the White Spiritual Symphony. The Symphony in particular shows his respect for the folk songs he incorporated in this composition. Indeed, as Livingston points out several times, he maintained the integrity of these songs in all his compositions and performances. Chapter 4 concludes with Bryan's academic achievements: a Guggenheim Fellowship for music composition and his acceptance at Yale University to study composition under Hindemith.Livingston continues the discussion and analyses of Bryan's compositions in Chapter 5, detailing his time at Yale. His completed choral works from this period include the "Bell... (shrink)

In The Origin of Species (1859) Darwin challenged many of the most deeply-held beliefs of the Western world. Arguing for a material, not divine, origin of species, he showed that new species are achieved by "natural selection." The Origin communicates the enthusiasm of original thinking in an open, descriptive style, and Darwin's emphasis on the value of diversity speaks more strongly now than ever. As well as a stimulating introduction and detailed notes, this edition offers a register of the many (...) writers referred to by Darwin in the text. (shrink)

The increasingly popular idea that cinematic fictions can "do" philosophy raises some difficult questions. Who is actually doing the philosophizing? Is it the philosophical commentator who reads general arguments or theories into the stories conveyed by a film? Could it be the film-maker, or a group of collaborating film-makers, who raise and try to answer philosophical questions with a film? Is there something about the experience of films that is especially suited to the stimulation of worthwhile philosophical reflections? In the (...) first part of this book, Paisley Livingston surveys positions and arguments surrounding the cinema's philosophical value. He raises criticisms of bold theses in this area and defends a moderate view of film's possible contributions to philosophy. In the second part of the book he defends an intentionalist approach that focuses on the film-makers' philosophical background assumptions, sources, and aims. Livingston outlines intentionalist interpretative principles as well as an account of authorship in cinema. The third part of the book exemplifies this intentionalist approach with reference to the work of Ingmar Bergman. Livingston explores the connection between Bergman's work and the Swedish director's primary philosophical source-a treatise in philosophical psychology authored by the Finnish philosopher, Eino Kaila. Bergman proclaimed that reading this book was a tremendous philosophical experience for him and that he "built on this ground." With reference to materials in the newly created Ingmar Bergman archive, Livingston shows how Bergman took up Kaila's topics in his cinematic explorations of motivated irrationality, inauthenticity, and the problem of self-knowledge. (shrink)

Damn Great Empires! offers a new perspective on the works of William James by placing his encounter with American imperialism at the center of his philosophical vision. This book reconstructs James's overlooked political thought by treating his anti-imperialist Nachlass -- his speeches, essays, notes, and correspondence on the United States' annexation of the Philippines -- as the key to unlocking the political significance of his celebrated writings on psychology, religion, and philosophy. It shows how James located a craving for authority (...) at the heart of empire as a way of life, a craving he diagnosed and unsettled through his insistence on a modern world without ultimate foundations. Livingston explores the persistence of political questions in James's major works, from his writings on the self in The Principles of Psychology to the method of Pragmatism, the study of faith and conversion in The Varieties of Religious Experience, and the metaphysical inquiries in A Pluralistic Universe. Against the conventional view of James as a thinker who remained silent on questions of politics, this book places him in dialogue with a transatlantic critique of modernity, as well as with champions and critics of American imperialism, from Theodore Roosevelt to W. E. B. Du Bois, in order to excavate James's anarchistic political vision. Bringing the history of political thought into conversation with contemporary debates in political theory, Damn Great Empires! offers a fresh and original reexamination of the political consequences of pragmatism as a public philosophy. (shrink)

This is a major and comprehensive study of the philosophy of Hegel, his place in the history of ideas, and his continuing relevance and importance. Professor Taylor relates Hegel to the earlier history of philosophy and, more particularly, to the central intellectual and spiritual issues of his own time. He engages with Hegel sympathetically, on Hegel's own terms and, as the subject demands, in detail. This important book is now reissued with a fresh new cover.

The livingthinglikeness of language -- Words and things -- Thirds and wings -- The order of things in a nutshell -- Artistic interlude -- An introductory vignette -- Sometimes a cigar -- On meaning -- Fact and fiction -- How bad facts make good theories -- Self reference I -- Self reference II -- Autopoiesis -- Poetic interlude -- Performativity I -- Performativity II -- Artistic interlude: the abyss of distinction -- Performativity III -- The return to resemblance -- Gravity (...) cannot be held responsible? -- Queer in a queer world -- An alienist history. (shrink)

The ancient problem of the relationship of the continuous to the discrete, since its discovery by the Greeks, has posed a range of immensely fruitful challenges to both philosophical and mathematical thought, leading to a variety of mathematical and conceptual innovations whose positive development actively continues today. In this brief section introduction, I selectively outline some significant moments at which this problem has provided important historical occasions for concrete mathematical innovation as well as closely linked philosophical insights, before introducing the (...) particular contributions of the section authors to historical and contemporary research and practice into the nature and structure of the continuum, the construction of real numbers, the foundations of analysis, and the logical, set-theoretical, and computational underpinnings of the structure of continuously valued numbers in the most general sense, in both constructive and nonconstructivist contexts. (shrink)

Discusses contemporary notions of the self, and examines their origins, development, and effects.

The present edition provides a detailed and accessible discussion ofhis theories and adds an account of the immediate responses to the book on publication.

Battle Hall Davies' brother Nick ran away from home when she was in high school. Now he has found her and she is going to stay with him for the summer before starting college. Battle discovers that neither she nor her brother is the person she thought they were.

Familiarity with Charles Darwin's treatise on evolution is essential to every well-educated individual. One of the most important books ever published--and a continuing source of controversy, a century and a half later--this classic of science is reproduced in a facsimile of the critically acclaimed first edition.

This book is about the liberation of the concept of life from the bondage fashioned by the interpreters of life ever since biology began, and about the liberation of the life of humans and non-humans alike from the bondage of social structures and behaviour, which now threatens the fullness of life's possibilities if not survival itself. It falls into a tradition of writings about human problems from a perspective informed by biology. It rejects the mechanistic model of life dominant in (...) the Western world and develops an alternative 'ecological model' which is applicable to the life of the cell and the life of the human community. For the first time it brings together in one work the insights of modern biology with those of a modern holistic philosophy and a liberal theology in a way which challenges conventional approaches to science, agriculture, sociology, politics, economics, development and liberation movements. (shrink)

Should engineering ethics be taught? Despite the obvious truism that we all want our students to be moral engineers who practice virtuous professional behavior, I argue, in this article that the question itself obscures several ambiguities that prompt preliminary resolution. Upon clarification of these ambiguities, and an attempt to delineate key issues that make the question a philosophically interesting one, I conclude that engineering ethics not only should not, but cannot, be taught if we understand “teaching engineering ethics” to mean (...) training engineers to be moral individuals (as some advocates seem to have proposed). However, I also conclude that there is a justification to teaching engineering ethics, insofar as we are able to clearly identify the most desirable and efficacious pedagogical approach to the subject area, which I propose to be a case study-based format that utilizes the principle of human cognitive pattern recognition. (shrink)

The essays collected in this volume all explore the problem of the relation between moral philosophy and modernity. Charles Larmore addresses this problem by attempting to define the way distinctive forms of modern experience should orientate our moral thinking. Charles Larmore wonders whether the dominant forms of modern philosophy have not become blind to important dimensions of the moral life. The book argues against recent attempts to return to the virtue-centered perspective of ancient Greek ethics. As well as (...) exploring the differences between ancient and modern ethics, the author examines such topics as the roles of reason and history in our moral understanding, the inadequacy of philsophical naturalism, and the foundations of modern liberalism. There are also extended discussions of a number of leading contemporary philosophers: Rawls, Habermas, Williams and Rorty. (shrink)

"This is a marvelous book, full of subtle, thoughtful, and original argument.

Asserting that all inquiry is either superfluous or futile, Meno’s paradox threatens the very heart of philosophy. In response, philosophers have tended to refute the account of inquiry that the paradox presupposes, i.e., inquiry as a means of acquiring knowledge, and to promote an alternative view. While this strategy can be effective in refuting Meno, it can also take philosophy in some uncomfortable directions. This, I argue, is the case for both Plato and Heidegger, whose accounts of the nature of (...) inquiry lead either into conditions of excessive constraint or excessive openness. (shrink)

This book proposes a new paradigm for the interpretation of Plato's early and middle dialogues. Rejecting the usual assumption of a distinct 'Socratic' period in the development of Plato's thought, this view regards the earlier works as deliberate preparation for the exposition of Plato's mature philosophy. Differences between the dialogues do not represent different stages in Plato's own thinking but rather different aspects and moments in the presentation of a new and unfamiliar view of reality. Once the fictional character of (...) the Socratic genre is recognised, there is no reason to regard Plato's early dialogues as representing the philosophy of the historical Socrates. The result is a unified interpretation of all of the dialogues down to the Republic and the Phaedrus. (shrink)

I explore the decisive connection Frege often draws between the context principle and antipsychologism, arguing that his assertion of this connection occupies a central place within the articulation of his linguistic method. In particular, Frege’s appeal to the context principle in the course of describing the epistemology of arithmetic, I argue, connects his doctrine of the nature of judgment with his defense of the objecthood of numbers, showing how an appeal to the special role of judgment in securing truth can (...) function as a linguistically based account of objectivity that excludes subjectivist psychologism. Expanding and clarifying this appeal, moreover, allows us to understand better the special pragmatic position of the recognition of patterns of use and practice in the process of analyzing meanings. In particular, it emerges that these patterns cannot bear the explanatory weight they have sometimes been taken to bear within an envisaged reductive “theory of meaning.” Rather, their recognition must figure within a practice of analysis that is continuous with, rather than an explanatory reduction of, our ordinary discursive practices, and whose elucidatory resources are not accessible except from within the perspective of those practices. (shrink)

I admit that when I think of pragmatism’s contributions to political philosophy, I primarily think of Jane Addams and John Dewey. Their contributions to democratic theory and practice have been extremely important in the United States, Europe, and elsewhere, so much so that “pragmatist politics” and “Deweyan democracy” are virtually synonymous. I also think of W.E.B. Du Bois’s criticisms of anti-Black racism and white supremacy in the United States and across the globe. In any case, my first instincts have never (...) been to turn to William James for political inspiration or insight. I’m not alone in thinking and... (shrink)

Darwin discusses why different muscles are brought into action under different emotions and how particular animals have adapted for association with man.

This paper takes up a series of basic philosophical questions about the nature and existence of fictional characters. We begin with realist approaches that hinge on the thesis that at least some claims about fictional characters can be right or wrong because they refer to something that exists, such as abstract objects. Irrealist approaches deny such realist postulations and hold instead that fictional characters are a figment of the human imagination. A third family of approaches, based on work by Alexius (...) Meinong, seeks an alternative to the realist/irrealist dilemma. Neo-Meinongian theories rely upon a distinction between being and existence, the key contention being that unlike human beings, fictional characters have only the former. Having surveyed relevant work by contemporary metaphysicians and philosophers of language, this paper discusses issues related to the distinction between characters and other aspects of the content of fictions, including the relation between personality theory and literary conceptions of character. (shrink)

Perhaps the most readable and accessible of the great works of scientific imagination, The Origin of Species sold out on the day it was published in 1859. Theologians quickly labeled Charles Darwin the most dangerous man in England, and, as the Saturday Review noted, the uproar over the book quickly "passed beyond the bounds of the study and lecture-room into the drawing-room and the public street." Yet, after reading it, Darwin's friend and colleague T. H. Huxley had a different (...) reaction: "How extremely stupid not to have thought of that." Based largely on Darwin's experience as a naturalist while on a five-year voyage aboard H.M.S. Beagle, The Origin of Species set forth a theory of evolution and natural selection that challenged contemporary beliefs about divine providence and the immutability of species. A landmark contribution to philosophical and scientific thought, this edition also includes an introductory historical sketch and a glossary Darwin later added to the original text. Charles Darwin grew up considered, by his own account, "a very ordinary boy, rather below the common standard of intellect." A quirk of fate kept him from the career his father had deemed appropriate--that of a country parson--when a botanist recommended Darwin for an appointment as a naturalist aboard H.M.S. Beagle from 1831 to 1836. Darwin is also the author of the five-volume work Zoology of the Voyage of the Beagle (1839) and The Descent of Man (1871). (shrink)

The propensity interpretation of fitness (PIF) is commonly taken to be subject to a set of simple counterexamples. We argue that three of the most important of these are not counterexamples to the PIF itself, but only to the traditional mathematical model of this propensity: fitness as expected number of offspring. They fail to demonstrate that a new mathematical model of the PIF could not succeed where this older model fails. We then propose a new formalization of the PIF that (...) avoids these (and other) counterexamples. By producing a counterexample-free model of the PIF, we call into question one of the primary motivations for adopting the statisticalist interpretation of fitness. In addition, this new model has the benefit of being more closely allied with contemporary mathematical biology than the traditional model of the PIF. (shrink)