First published in 1953, this selection was created to provide the general reader and university students with the texts of Diderot's more important philosophical writings. The works are presented in French, with modernised spelling, and a brief bibliographical note in English precedes each one. This book will be of value to anyone with an interest in Diderot and his thinking.

The religious scepticism and materialism which characterized the thinking of the "Philosophes", whose pre-revolutionary luminaries included Voltaire and Rousseau, helped bring about the intellectual climate conducive to revolution. This book examines how the events after 1789 affected the school.

This selection provides the reader with the text of Diderot's more important philosophical writings.

Keith Thomas: Gerald Edward Aylmer, 1926-2000 Adrian Hollis: William Spencer Barrett, 1914-2001 Bruce Williams: Charles Frederick Carter, 1919-2002 Malcolm Mackintosh: John Erickson, 1929-2002 J. H .R. Davis: Raymond William Firth, 1901-2002 F. M. L. Thompson: Hrothgar John Habakkuk, 1915-2002 A. W. Price: Richard Mervyn Hare, 1919-2002 Hugh Lloyd-Jones: Geoffrey Stephen Kirk, 1921-2003 Michael Lapidge and Peter Matthews: Vivien Anne Law, 1954-2002 Ann Moss: John Lough, 1913-2000 Terence Cave: Ian Dalrymple McFarlane, 1915-2002 Ludwig Paul: David Neil MacKenzie, (...) 1926-2001 Peter Birks: John Kieran Barry Moylan Nicholas, 1919-2002 Jonathan Shepard: Dimitri Dimitrievich Obolensky, 1918-2001 David Cannadine: John Harold Plumb, 1911-2001 Daniel Waley: Nicolai Rubinstein, 1911-2002 Ian Wood: John Michael Wallace-Hadrill, 1916-1985 R. G. M. Nisbet: William Smith Watt, 1913-2002 G. W. Bernard: Richard Bruce Wernham, 1906-1999. (shrink)

Practical reasoning is a process of reasoning that concludes in an intention. One example is reasoning from intending an end to intending what you believe is a necessary means: 'I will leave the next buoy to port; in order to do that I must tack; so I'll tack', where the first and third sentences express intentions and the second sentence a belief. This sort of practical reasoning is supported by a valid logical derivation, and therefore seems uncontrovertible. A more contentious (...) example is normative practical reasoning of the form 'I ought to φ, so I'll φ', where 'I ought to φ' expresses a normative belief and 'I'll φ' an intention. This has at least some characteristics of reasoning, but there are also grounds for doubting that it is genuine reasoning. One objection is that it seems inappropriate to derive an intention to φ from a belief that you ought to φ, rather than a belief that you ought to intend to φ. Another is that you may not be able to go through this putative process of reasoning, and this inability might disqualify it from being reasoning. A third objection is that it violates the Humean doctrine that reason alone cannot motivate any action of the will. This paper investigates these objections. (shrink)

In this 2nd edition, John Gray adds an extensive postscript which defends the interpretation of Mill set out in the first edition, but develops radical criticisms of the substance of Millian and other liberalism.

John Austin's classic work that has had a profound influence on the study of English and American law presents Austin's distinction between "positive law" (i.e.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps, and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely (...) copy and distribute this work, as no entity has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

The proposed justification avoids problems that invalidate the familiar entitlement, utility, and interest-based justifications; interprets private property as necessary for controlling resources we need for our well-being; recognizes that the possession, uses, and limits of private property must be justified differently; and combines the defensible portions of the familiar but unsuccessful attempts at justification with a more complex account that combines the defensible portions of previous justificatory attempts with a new pluralistic approach that treats the right to private property as (...) a conventional, defeasible, but indispensable right. (shrink)

Although C. A. Campbell's account of the problem of suffering is articulated in the context of making out a case for rational Theism, it does not stand or fall with the case for rational Theism. It has independent merit as a sustained effort of reason to grapple with the problem of whether the goodness and omnipotence of God are consistent with the prima facie badness of so much of the suffering that exists in God's world. Campbell's views on suffering are (...) to be found in On Selfhood and Godhood , pp. 287–306, and in an earlier article ‘Reason and the Problem of Suffering’ , published in Philosophy , x 1935, pp. 154–67. In the first section of what follows, I give a summary of Campbell's line of argument. In the second I offer some critical comments on certain aspects of his treatment. 1. (shrink)

Based on a conference held Apr. 4-5, 2008 at Amherst College.

"Investigates the role of Catholic philosophers in confronting the ideas brought about by modern developments in philosophy, medicine,and politics"--Provided by publisher.

John N Andrews; General Thinking Skills: are there such things?, Journal of Philosophy of Education, Volume 24, Issue 1, 30 May 2006, Pages 71–79, https://doi.o.

My project in this paper is to extend the interventionist analysis of causation to give an account of causation in psychology. Many aspects of empirical investigation into psychological causation fit straightforwardly into the interventionist framework. I address three problems. First, the problem of explaining what it is for a causal relation to be properly psychological rather than merely biological. Second, the problem of rational causation: how it is that reasons can be causes. Finally, I look at the implications of an (...) interventionist analysis for the idea that an inquiry into psychological causes must be an inquiry into causal mechanisms. I begin by setting out the main ideas of the interventionist approach. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

The life history of certain philosophical and theological terms and concepts constitutes in itself an interesting matter for consideration and reflection. None is more interesting than that of natural law. Many studies have traced the development of natural law philosophy from its early precursors among the Pre-Socratics through Plato and Aristotle, the Stoics, St Thomas, and the early British empiricists; have noted its demise in the nineteenth century, largely as a result of the criticism of Hume; and have observed its (...) renaissance in the twentieth century. Despite this undeniable revival of interest in the theory in the present century, a moral philosopher uses the term only at great risk, for no philosophical theory has been so vigorously attacked and so thoroughly ‘refuted’ as natural law. (shrink)

John White's study is the most substantial work on what the aims of education should be since Whitehead's Aims of Education of 1929. It draws on material not only from schools and colleges, but also from the broader educative or miseducative nature of the 'ethos' of society and some of its major institutions. Sifting the different views about aims which are now prevalent and circulating in the world of education, he integrates the more defensible of them into an articulated (...) set of positive recommendations. The study takes a broadly philosophical and non-technical stand; it is written to help practitioners orient themselves in what is often bewildering territory, at a time when the question of what the aims of education ought to be has acquired a new urgency for politicians and educational administrators, as well as for those directly involved in educational institutions, head teachers and their staff. (shrink)

John Wilson; Relativism and Teaching, Journal of Philosophy of Education, Volume 20, Issue 1, 30 May 2006, Pages 89–96, https://doi.org/10.1111/j.1467-9752.1986.

John Wilson; Relativism and Teaching, Journal of Philosophy of Education, Volume 20, Issue 1, 30 May 2006, Pages 89–96, https://doi.org/10.1111/j.1467-9752.1986.

John Laird was a Scottish philosopher who specialised in metaphysics and moral philosophy. In this early work, which was originally published in 1920, Laird set out to analyse some of the more perplexing problems of philosophical realism. The text includes a brief survey of philosophical realism at the beginning and critical notes throughout. This book will be of value to anyone with an interest in the works of Laird and the history of philosophy.

Considéré en France comme un pédagogue "laxiste" voire "gauchiste", Dewey est présenté par certains philosophes nord-américains, Richard Rorty en particulier, comme un postmoderniste. C'est oublier que Dewey mit ses théories philosophiques à l'épreuve de l'école. Sa pédagogie reste aujourd'hui la théorie de l'éducation la plus actuelle.