Winner of the Los Angeles Times Book Prize With a new preface by the author In his most powerful and important book, renowned psychiatrist Robert Jay Lifton presents a brilliant analysis of the crucial role that German doctors played in the Nazi genocide. Now updated with a new preface, The Nazi Doctors remains the definitive work on the Nazi medical atrocities, a chilling exposé of the banality of evil at its epitome, and a sobering reminder of the darkest side (...) of human nature. (shrink)

This paper offers an overview of "the species problem", arguing for a view of species as homeostatic property cluster kinds, positioning the resulting form of realism about species as an alternative to the claim that species are individuals and pluralistic views of species. It draws on taxonomic practice in the neurosciences, especially of neural crest cells and retinal ganglion cells, to motivate both the rejection of the species-as-individuals thesis and species pluralism.

Drawing on a passage from Ramsey's Truth and Probability, we formulate a simple, plausible constraint on evaluating the accuracy of credences: the Calibration Test. We show that any additive, continuous accuracy measure that passes the Calibration Test will be strictly proper. Strictly proper accuracy measures are known to support the touchstone results of accuracy-first epistemology, for example vindications of probabilism and conditionalization. We show that our use of Calibration is an improvement on previous such appeals by showing how it answers (...) or sidesteps problems that have been raised for previous work in this area. (shrink)

The thirty chapters work through various fundamental metaphysical issues, sometimes focusing more on scholastic thought, sometimes on the seventeenth century.

Are interpersonal comparisons of desire possible? Can we give an account of how facts about desires are grounded, that underpins such comparisons? This paper supposes the answer to the first question is yes, and provides an account of the nature of desire that explains how this is so. The account is a modification of the interpretationist metaphysics of representation that the author has recently been developing. The modification is to allow phenomenological affective valence into the “base facts” on which correct (...) interpretation is grounded. To use this extra resource within that theory to vindicate interpersonal comparisons, we will need to appeal rational connections between level of valence and level of desire, which this paper sets out and examines. (shrink)

Summary Structured interviews were carried out with 176 secondary school teachers to elicit their views/opinions about their initial professional training and their later practical experience, with particular reference to classroom behaviour management. The results showed that the vast majority of teachers believe classroom management skills to be of major importance to them professionally. Nearly three?quarters of them were dissatisfied with the preparation in this area of professional skills provided by their initial training courses. Many thought that their colleagues spent too (...) much time on matters of order and control and 38% thought that they, themselves, did also. Generally, they showed an interest in attending training courses in classroom behaviour management. Many felt that such training could reduce stress among teachers and might help to reduce troublesome behaviour among their pupils. Nearly all of them thought that it would be of benefit to their younger colleagues who were just beginning their careers. (shrink)

The paper offers an analysis of Protagoras’ fr. DK 80 B 1 and rejects the traditional reading of Protagoras as relativist. By considering the ipsissima verba that Protagoras makes use of in his passage, it is argued that alternative interpretations are possible, of which epistemological reism and psychological individualism are proposed. On a more general level, it is discussed to what extent Protagoras’ fragment contains descriptive rather than normative claim.

Structured interviews were carried out with 176 secondary school teachers to elicit their views/opinions about their initial professional training and their later practical experience, with particular reference to classroom behaviour management. The results showed that the vast majority of teachers believe classroom management skills to be of major importance to them professionally. Nearly three‐quarters of them were dissatisfied with the preparation in this area of professional skills provided by their initial training courses. Many thought that their colleagues spent too much (...) time on matters of order and control and 38% thought that they, themselves, did also. Generally, they showed an interest in attending training courses in classroom behaviour management. Many felt that such training could reduce stress among teachers and might help to reduce troublesome behaviour among their pupils. Nearly all of them thought that it would be of benefit to their younger colleagues who were just beginning their careers. (shrink)

Summary Twenty?four primary schools were randomly selected from all those listed in a local education authority in the West Midlands of England. Heads or deputy headteachers of 21 of these schools were interviewed using a structured interview schedule very similar to the one used for a recent survey of secondary schools. Data were obtained about the general rule structures of the schools and the system of sanctions and rewards used to maintain them. The findings were then compared with those from (...) the secondary survey. Primary schools were less likely than secondary schools to have written rule structures but most were in the process of producing them in response to new pressures. It was more common for all the teachers in the primary school to be considered responsible for seeing that rules were kept. Generally, primary school headteachers identified fewer sanctions being used to uphold their rules than in secondary schools. The number of rewards used in both types of school was about equal. Comment is made on the difference between sanctions and rewards identified as being used in schools and some observed classroom practice. (shrink)

In the good old days, when general philosophy of science ruled the Earth, a simple division was often invoked to talk about philosophical issues specific to particular kinds of science: that between the natural sciences and the social sciences. Over the last 20 years, philosophical studies shaped around this dichotomy have given way to those organized by more fine-grained categories, corresponding to specific disciplines, as the literatures on the philosophy of physics, biology, economics and psychology--to take the most prominent four (...) examples--have blossomed. In general terms, work in each of these areas has become increasingly enmeshed with that in the corresponding science itself, increasingly naturalistic (in at least one sense of that term), and in my view, increasingly interesting. (shrink)

If the world itself is metaphysically indeterminate in a specified respect, what follows? In this paper, we develop a theory of metaphysical indeterminacy answering this question.

My aim is to propose affectivity as a criterion for personal identity. My proposal is to be taken in its weak version: affectivity as _only one_ of the criteria for personal identity. I start by arguing for affectivity being a better candidate as a criterion for personal identity than thinking. Next, I focus on synchronic vs. diachronic and on ontic vs. epistemic distinctions (my proposal will concern diachronic ontic personal identity) and consider the realm of affectivity in its temporal dimension. (...) In my argument, I rely on the genuineness of affectivity and I exploit chiefly long- or everlasting feelings (or emotions) and those which involve the feeling subject more rather than less. I conclude by stating that genuine long-lasting feelings (or emotions) are constitutive of diachronic ontic personal identity. (shrink)

Summary This study is a further attempt to apply correspondence training in the classroom in order to improve learning outcomes. Using this strategy a class of middle school pupils was encouraged to show more initiative, independence and self?regulation in planning and carrying out topic work. The pupils were required to forecast what they proposed to achieve in a certain period and then to check up at the end to see how far they had been successful. In addition, upon hearing an (...) audible signal, they were required to decide whether they were ?on?task? and whether they were working well. The outcome was that the pupils achieved a better work output in terms of both quantity and quality than before. In addition, they gained valuable experience in forward planning and in working independently. (shrink)

All 24 secondary schools in a West Midlands local education authority were visited and a structured interview was conducted with the head or another senior teacher. An interview schedule was used to record details concerning the rule structure which had been established to control the conduct of the pupils. Information was also gathered about the sanctions and rewards used to maintain this behaviour and from most schools copies of the rules were available. It was found that almost all schools had (...) rule systems that were in written form and that these were made available to staff and students, chiefly through booklets or other material given to pupils when they first enrolled. All schools backed up their rules, whether written or not by a series of sanctions, most of which related to non?conforming behaviour. Some sanctions were applied to poor work but this was usually treated by special provision or special tutoring. Most also used rewards but these tended to be reserved for good performance. There were few cases where good behaviour was found to be rewarded systematically in any way. (shrink)

The general concept of a trope – that of a non-shareable character-grounder – admits of a distinction between modifier tropes and module tropes. Roughly, a module trope is self-exemplifying whereas a modifier trope is not. This distinction has wide-ranging implications. Modifier tropes are uniquely eligible to be powers and fundamental determinables, whereas module tropes are uniquely eligible to play a direct role in perception and causation. Moreover, each type of trope theory faces unique challenges concerning character- grounding. Modifier trope theory (...) faces challenges concerning the inscrutability of predication and the incompatibility with bundle theory, whereas module trope theory faces challenges concerning character overdetermination and a collapse into austere nominalism. These differences indicate that the modifier/module distinction divides the advantages of general trope theory and thus presents the trope theorist with a pivotal choice. (shrink)

In this paper I explore Michael Loux’s important distinction between “tropes” and “tropers”. First, I argue that the distinction throws into relief an ambiguity and discrepancy in the literature, revealing two fundamentally different versions of trope theory. Second, I argue that the distinction brings into focus unique challenges facing each of the resulting trope theories, thus calling into question an alleged advantage of trope theory—that by uniquely occupying the middle ground between its rivals, trope theory is able to recover and (...) preserve the insights of these views. Ultimately, the distinction suggests that trope theory is a divided house. (shrink)

This exploratory study applied Risley & Hart's correspondence training paradigm to reducing the troublesome behaviour of three 12 to 14 year‐old boys in an inner city high school in the West Midlands. Correspondence training involves negotiating individual reductions in levels of two classes of troublesome behaviour, talking out of turn and hindering other children . The boys were also assisted to collect data on their own behaviour in specific lessons. The school's existing system of rewards was utilised to reinforce the (...) boys for reducing their levels of troublesome behaviour to match each target level negotiated. Results indicate that all three boys successfully reduced their levels of troublesome behaviour and that all three completed an increased amount of homework when correspondence training was introduced. Anecdotal evidence from teachers corroborated the behaviour changes apparent in the boys’ self‐report data. Correspondence training is seen as a viable and worthwhile procedure for improving social behaviour in secondary pupils. (shrink)

Se resume en esta obra el vasto y complejo sistema teórico-jurídico de Hans Kelsen, el jurista más grande de nuestro siglo. La doctrina de Kelsen y en particular su Teoría Pura del Derecho han conocido muchas vicisitudes y ataques debidos más a prejuicios políticos y racistas que a una verdadera confrontación con sus tesis. El autor enfatiza en el hecho de que la doctrina jurídica de Kelsen no es una teoría terminada y archivada sino en permanente desarrollo, una teoría a (...) cuya ulterior construcción están convocados todos los juristas. (shrink)

A common compatibilist view says that we are free and morally responsible in virtue of the ability to respond aptly to reasons. Many hold a version of this view despite disagreement about whether free will requires the ability to do otherwise. The canonical version of this view is reductive. It reduces the pertinent ability to a set of modal properties that are more obviously compatible with determinism, like dispositions. I argue that this and any reductive view of abilities faces a (...) significant challenge: it cannot adequately explain the freedom-grounding element of this ability. The problem has the form of a dilemma. This leaves reasons-responsive compatibilists with two options: abandon theories of free will grounded in abilities or abandon reductive theories of abilities. (shrink)

El profesor Robert Walter, el más eminente representante de la Teoría Pura del Derecho en nuestro tiempo, estudia en "Hans Kelsen, la Teoría Pura del Derecho y el problema de la justicia" y "Normas y enunciados sobre normas", los dos textos que componen esta obra, los puntos centrales del pensamiento filosófico y jurídico de Hans Kelsen.

Initiated by Robert Wesson, _Evolution and Human Values_ is a collection of newly written essays designed to bring interdisciplinary insight to that area of thought where human evolution intersects with human values. The disciplines brought to bear on the subject are diverse - philosophy, psychiatry, behavioral science, biology, anthropology, psychology, biochemistry, and sociology. Yet, as organized by co-editor Patricia A. Williams, the volume falls coherently into three related sections. Entitled Evolutionary Ethics, the first section brings contemporary research to an (...) area first explored by Herbert Spencer. Evolutionary ethics looks to the theory of evolution by natural selection to find values for human living. The second section, Evolved Ethics, discusses the evolution of language and religion and their impact on moral thought and feeling. Evolved ethics was partly Charles Darwin's subject in _The Descent of Man._ The last section bears the title Scientific Ethics. A nascent field, scientific ethics asks about the evolution of human nature and the implications of that nature for ethical theory and social policy. Together, the essays collected here provide important contemporary insights into what it is - and what it may be - to be human. (shrink)

"Among the foremost Catholic philosophers of his generation. He has utilized the fullness of the Catholic intellectual tradition to brilliantly take the measure of modern philosophical thought... This volume is an expression of Robert Wood's singular philosophical outlook." -Jude Dougherty, dean emeritus, school of philosophy, The Catholic University of America.

You might think a simple “No” would suffice as an answer. But there are features of Kant’s ethics that appear to be strikingly similar to virtue oriented views, so striking that some Kantians themselves have argued that Kant’s ethics in fact shares these features with virtue ethics. In what follows, I will argue against this view, though along the way I will acknowledge the features of Kant’s view that make it appear more like a kind of virtue ethics than it (...) really is. My plan is to first set out the distinctive features of what is nowadays called “virtue ethics”, those features that make it a genuine alternative to other normative theories. I then consider the features Kant’s view might share in common with virtue ethics and the case for saying that it is, therefore, fundamentally the same sort of theory. I follow these two sections with an argument against this position. I want to warn you at the outset, however, that my argument itself will be quite unsurprising, since it is an argument that has been central to the way in which most philosophers have understood Kant’s ethics. Any novelty I can claim here is in my account of what makes virtue ethics a genuine alternative to other normative theories, and my defense of this argument against those, in particular Barbara Herman, who have apparently found the argument unpersuasive. (shrink)

This essay assesses the rationale for regulating research administrators as carefully as they regulate researchers. The reasons for such regulation are identical: protecting scientific integrity, ensuring responsible use of public funds, addressing the lack of effective recourse for victims, creating negative consequences for misbehaving actors, and addressing high incentives for misconduct. Whereas the reasons compelling us to regulate research administrators are obvious, counterarguments to administrative oversight are based on suggestions that the incidence and prevalence of cases of administrative misconduct are (...) too low to warrant formal regulation. I briefly describe examples of the phenomenon drawn from publicly available records. My analysis suggests that the misconduct of research administrators is both serious and worthy of better oversight. Improved oversight of research administration will help steward tax dollars appropriately and enhance the overall integrity of the scientific record and of the free pursuit of knowledge more generally. (shrink)

Doing Greek Philosophy conveys a vivid sense of dynamism and continuity of the Greek philosophical tradition and illustrates how interaction between Greek philosophers creates and sustains that tradition. It concentrates on a set of inter-related challenges and problems that emerged early in the tradition and moves on to the subsequent reactions to them.

Der Wandel der kulturellen Verhältnisse führt zu einer Zuspitzung des Verhältnisses von Gesellschaft und Rechtssystem. In diesem Prozess gestaltet New Political Ecology (NPE) Umwelt und Rechtssystem und ist zugleich evolutiv ausgerichtet. NPE erfährt Evolution in der Zeit als Überfluss und in eigenartiger Vernetzung als knappes Gut. Diese Verbindung basiert auf Zusammenhängen, die bisher noch nicht systematisch bearbeitet worden sind. Dabei geht es ganz wesentlich auch um das Verhältnis von Staat und moderner Risikogesellschaft. Wissenschaftlicher Fortschritt erweist sich vor diesem Hintergrund selbst (...) als ein evolutiver Prozess. (shrink)

Throughout human history, thoughts, values and behaviors have been colored by language and the prevailing view of the universe. With the advent of Quantum Mechanics, relativity, non-Euclidean geometries, non-Aristotelian logic and General Semantics, the scientific view of the world has changed dramatically from just a few decades ago. Nonetheless, human thinking is still deeply rooted in the cosmology of the middle ages. Quantum Psychology is the book to change your way of perceiving yourself--and the universe for the 21st Century. Some (...) say it's materialistic, others call it scientific and still others insist it's mystical. It is all of these--and none. (shrink)