Une application d’attribution d’auteur au moyen de la distance intertextuelle en anglais Le calcul de distance intertextuelle que C. et D. Labbé appliquent aux textes français peut être utilisé pour différencier les œuvres d’au moins deux auteurs dramatiques contemporains de l’époque élisabéthaine, William Shakespeare et Thomas Middleton. Bien que les 46 textes sous étude, transcrits avec une orthographe moderne, ne soient pas lemmatisés et que seuls des échantillons de textes de même longueur aient été utilisés, les indices de distance intertextuelle (...) qu’on a pu ainsi établir empiriquement sont du même ordre de grandeur que ceux qu’ont établis C. et D. Labbé pour le français. Timon of Athens considéré comme étant pour deux-tiers de Shakespeare et pour un tiers de Middleton se place entre le groupe des œuvres de Shakespeare et celui des œuvres de Middleton dans une analyse multidimensionnelle de 1035 distances intertextuelles. (shrink)

Une application d’attribution d’auteur au moyen de la distance intertextuelle en anglais Le calcul de distance intertextuelle que C. et D. Labbé appliquent aux textes français peut être utilisé pour différencier les œuvres d’au moins deux auteurs dramatiques contemporains de l’époque élisabéthaine, William Shakespeare et Thomas Middleton. Bien que les 46 textes sous étude, transcrits avec une orthographe moderne, ne soient pas lemmatisés et que seuls des échantillons de textes de même longueur aient été utilisés, les indices de distance intertextuelle (...) qu’on a pu ainsi établir empiriquement sont du même ordre de grandeur que ceux qu’ont établis C. et D. Labbé pour le français. Timon of Athens considéré comme étant pour deux-tiers de Shakespeare et pour un tiers de Middleton se place entre le groupe des œuvres de Shakespeare et celui des œuvres de Middleton dans une analyse multidimensionnelle de 1035 distances intertextuelles. (shrink)

This comprehensive new collection is designed as a complete introduction to philosophy for students and general readers. Consisting of eleven extended essays, specially commissioned for this volume from leading philosophers, the book surveys all of the major areas of philosophy and offers an accessible but sophisticated guide to the main debates. An extended introduction provides general context and explains how the different subjects are related. The first part of the book deals with the foundations of philosophical inquiry: epistemology, philosophical logic, (...) methodology, metaphysics, and the philosophy of mind. The second part offers historical chapters, two on ancient philosophy and two on modern philosophy. Finally, two chapters deal with questions of value, ethics and aesthetics. Each chapter has a full bibliography. The contributors include Bernard Williams, Roger Scruton, Martin Davies, David Wiggins, Christopher Janaway, David Papineau, and Mark Sainsbury. Designed to be as useful to the third-year student as to the beginner, this exciting new text will give each reader a unique sense of involvement in philosophy as it is practiced today. (shrink)

Philosophers have not been sceptical only about metaphysics or religious beliefs. There are a great number of other beliefs generally held which they have had at least as much difficulty in justifying, and in the present article I ask questions as to the right philosophical attitude to these beliefs in cases where to our everyday thought they seem so obvious as to be a matter of the most ordinary common sense. A vast number of propositions go beyond what is merely (...) empirical and cannot be seen to be logically necessary but are still believed by everybody in their daily life. Into this class fall propositions about physical things, other human minds and even propositions about one's own past experiences based on memory, for we are not now ‘observing’ our past. The phenomenalist does not escape the difficulty about physical things, for he reduces physical object propositions, in so far as true, not merely to propositions about his own actual experience but to propositions about the experiences of other human beings in general under certain conditions, and he cannot either observe or logically prove what the experiences of other people are or what even his own would be under conditions which have not yet been fulfilled. What is the philosopher to say about such propositions? Even Moore, who insisted so strongly that we knew them, admitted that we did not know how we knew them. The claim which a religious man makes to a justified belief that is neither a matter of purely empirical perception nor formally provable is indeed by no means peculiar to the religious. It is made de facto by everybody in his senses, whether or not he realizes that he is doing so. There is indeed a difference: while everyone believes in the existence of other human beings and in the possibility of making some probable predictions about the future from the past, not everybody holds religious beliefs, and although this does not necessarily invalidate the claim it obviously weakens it. (shrink)

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

The 2007 publication of Miranda Fricker’s celebrated book Epistemic Injustice: Power and the Ethics of Knowing gave way to a burgeoning area of study in philosophy of education. The book’s arguments create a context for expanding the scope of work on epistemic issues in education by moving beyond direct explorations of the distribution of epistemic goods and the role of power in curriculum development. Since that time, the rich scholarship on epistemic injustice in philosophy of education examines a variety of (...) topics, including the impact of epistemic injustice on the experiences of teachers and learners more broadly (focussing mostly on students who are marginalized along lines of race, gender, class, and ability, amongst others) and the implications of epistemic injustice for educational research, policy, and practice. This special issue extends this line of work by compiling a set of articles that address a broad range of topics, some of which are well established in the literature and some of which open new lines of inquiry in the field. In doing so, the issue aims to establish the intersection of epistemic injustice and education as a distinct area of study that holds great significance and potential. In this paper, A. C. Nikolaidis and Winston C. Thompson introduce the issue by discussing these contributions, explaining why education is central to the study of epistemic injustice (and vice versa), and exploring the complex nature of epistemic injustice and education as revealed in the articles that comprise this collection—namely, education’s simultaneous complicity as a perpetrator and promise as a disruptor of epistemic injustice. (shrink)

_Sonoran Desert, Stuart Hameroff and Alwyn Scott awoke from their_ _siestas to take margaritas in the shade of a ramada. On a nearby_ _table, a tape recorder had accidentally been left on and the following_ _is an unedited transcript of their conversation._.