Samuel Shirley's translations of Baruch Spinoza's Principles of Cartesian Philosophy and Metaphysical Thoughts along with commentary, introduction, and analytic tables.

Samuel Shirley's splendid new translation, with critical annotation reflecting research of the last half-century, is the only edition of the complete text of Spinoza's correspondence available in English. An historical-philosophical Introduction, detailed annotation, a chronology, and a bibliography are also included.

Samuel Shirley's splendid new translation, with critical annotation reflecting research of the last half-century, is the only edition of the complete text of Spinoza's correspondence available in English. An historical-philosophical Introduction, detailed annotation, a chronology, and a bibliography are also included.

The only complete edition in English of Baruch Spinoza's works, this volume features Samuel Shirley's preeminent translations, distinguished at once by the lucidity and fluency with which they convey the flavor and meaning of Spinoza's original texts. Michael L. Morgan provides a general introduction that places Spinoza in Western philosophy and culture and sketches the philosophical, scientific, religious, moral and political dimensions of Spinoza's thought. Morgan's brief introductions to each work give a succinct historical, biographical, and philosophical overview. (...) A chronology and index are included. (shrink)

Designed to facilitate a thoughtful and informed reading of Spinoza's _Ethics_, this anthology provides the _Ethics_, related writings, and two valuable appendices: List of Propositions from the _Ethics_, which helps readers to trace the development of key themes; and Citations in Proofs, a list of all the propositions, corollaries, and scholia in the Ethics, together with all the definitions, axioms, propositions, corollaries, and scholia to which Spinoza refers in the proofs--thus, readers can locate, for a given item, each instance where (...) Spinoza refers to it. (shrink)

A correspondência entre Spinoza e Johannes Hudde é, na verdade, um conjunto de três epístolas, todas de autoria de Spinoza. Os escritos originais em holandês se perderam e os únicos existentes são as versiones latinas que constam nas Opera Posthuma, da qual foram retraduzidas para o holandês a fim de compor os Nagelate Schriften. O texto latino oferecido e sobre o qual nos valemos foi o da edição crítica de Carl Gebhardt. Dentre as traduções usadas como instrumentos de cotejo destacam-se (...) a espanhola de Atilano Domínguez e a inglesa de Samuel Shirley. A intenção é, pois, oferecer ao leitor um documento de primeira ordem, tentando-se, quanto possível, conciliar a fidelidade às construções latinas, a nomenclatura conceitual da filosofia de Spinoza e uma leitura mais próxima do português do Brasil contemporâneo. (shrink)

In Improvisation, Samuel Wells defines improvisation in the theater as "a practice through which actors seek to develop trust in themselves and one another in order that they may conduct unscripted dramas without fear." Sounds a lot like life, doesn't it? Building trust, overcoming fear, conducting relationships, and making choices--all without a script. Wells establishes theatrical improvisation as a model for Christian ethics, a matter of "faithfully improvising on the Christian tradition." He views the Bible not as a "script" (...) but as a "training school" that shapes the habits and practices of the Christian community. Drawing on scriptural narratives and church history, Wells explains six practices that characterize both improvisation and Christian ethics. His model of improvisation reinforces the goal of Christian ethics--to teach Christians to "embody their faith in the practices of discipleship all the time."--Publisher description. (shrink)

The story of God -- The story of the church -- The story of ethics -- The story of Christian ethics -- Universal ethics -- Subversive ethics -- Ecclesial ethics -- Good order -- Good life -- Good relationships -- Good beginnings and endings -- Good earth.

Relative essentialism, the view that multiple objects about which there are distinct de re modal truths can occupy the same space at the same time, is a metaphysical view that dissolves a number of metaphysical issues. The present essay constructs and defends relative essentialism and argues that it is implicit in some of the ideas of W. V. Quine and Donald Davidson. Davidson’s published views about individuation and sameness can accommodate the common-sense insights about change and persistence of Aristotle and (...) Kripke. Aristotle and Kripke have to give up unmediated direct reference resting on a unique correct articulation of reality into entities. Davidson has to acknowledge a distinction between descriptions giving accidental and those giving essential features of an object. Quine and Davidson were in a position to be a relative essentialist, but were over-impressed by supervenience. The relative essentialist view of beings developed from Quine and Davidson strongly suggests the Heideggerian distinction between beings and Being, and is the perspective from which analytic philosophy can engage that topic. Relative essentialism also connects analytic philosophy to Derrida’s thinking about differance. (shrink)

I am writing on moral knowledge in Locke's Essay Concerning Human Understanding. There are two basic parts. In the first part, I articulate and attack a predominant interpretation of the Essay . This interpretation attributes to Locke the view that he did not write in the Essay anything that would be inconsistent with his early views in the Questions Concerning the Laws of Nature that there exists a single, ultimate, moral standard, i.e., the Law of Nature. For example, John Colman, (...) in his book John Locke's Moral Philosophy , argues that even though Locke explains in the Essay that we arbitrarily create our moral notions, they are still objective since they are bound together with the Law of Nature. Colman explains that the features of human nature relevant to the derivation of the Law of Nature are universally shared needs and concerns . I argue that this presupposes a view of Locke which assumes that there are essences of species independent of our beliefs about them. However, I attempt to show from the text of the Essay that this view cannot be supported. ;In the second part, I argue that the text of the Essay supports two alternative theses. The first is that given the kind of metaphysical world-view presupposed by the corpuscular method of science employed within the Essay, coupled with Locke's commitment to the possibility of moral knowledge, he was left with only one option with reference to ethics, viz., to make moral goodness or evil a mind-dependent relation between a rule and an action, instead of a property of an action or person which exists independently of our moral beliefs. This view is logically inconsistent with the existence of the Law of Nature. The second is that Locke has a semantical view of moral claims which is consistent with his relational view of moral goodness, viz., the primary function of moral judgments is to recommend behavior for ourselves and others. I described. However, Locke explains in the Essay that the opposite takes place with respect to our moral notions: events and persons must conform to the moral notion. ;On the account that I offer, Locke's views on moral epistemology are much closer to David Hume's than many have supposed, and correspondingly, anticipate the more skeptical views of moral epistemology in the twentieth century. (shrink)

Ethical decision-making is essential to professionalism in engineering. For that reason, ethics is a required topic in an ABET approved engineering curriculum and it must be a foundational strand that runs throughout the entire curriculum. In this paper the curriculum approach that is under development at the Padnos School of Engineering (PSE) at Grand Valley State University will be described. The design of this program draws heavily from the successful approach used at the service academies — in particular West Point (...) and the United States Naval Academy. As is the case for the service academies, all students are introduced to the “Honor Concept” (which includes an Honor Code) as freshmen. As an element of professionalism the PSE program requires 1500 hours of co-op experience which is normally divided into three semesters of full-time work alternated with academic semesters during the last two years of the program. This offers the faculty an opportunity to teach ethics as a natural aspect of professionalism through the academic requirements for co-op. In addition to required elements throughout the program, the students are offered opportunities to participate in service projects which highlight responsible citizenship. These elements and other parts of the approach will be described. “Train up a child in the way he should go and when he is old he will not depart from it.” King Solomon. (shrink)

The value of argumentation in science education has become internationally recognised and has been the subject of many research studies in recent years. Successful introduction of argumentation activities in learning contexts involves extending teaching goals beyond the understanding of facts and concepts, to include an emphasis on cognitive and metacognitive processes, epistemic criteria and reasoning. The authors focus on the difficulties inherent in shifting a tradition of teaching from one dominated by authoritative exposition to one that is more dialogic, involving (...) small-group discussion based on tasks that stimulate argumentation. The paper focuses on how argumentation activities have been designed in school science. Examples of classroom dialogue where teachers adopt the frameworks/plans are analysed to show how argumentation processes are scaffolded. The analysis shows that several layers of interpretation are needed and these layers need to be aligned for successful implementation. (shrink)

A case-study of the interaction between philosophical context and observational data in the practice of Science.

Falls are a leading cause of serious injury and restricted participation among persons with stroke (PwS). Reactive balance control is essential for fall prevention, however, only a few studies have explored the effects of lesion characteristics (location and extent) on balance control in PwS. We aimed to assess the impact of lesion characteristics on reactive and anticipatory balance capacity, gait, and hemiparetic lower limb function, in PwS. Forty-six subacute PwS were exposed to forward, backward, right and left unannounced horizontal surface (...) translations in 6 increasing intensities, while standing. Fall threshold (i.e., perturbation intensity that results in a fall into the harness system) was measured. In addition, the Berg Balance Scale (BBS), 6 Minute Walk Test (6MWT) and Lower Extremity Fugl-Meyer (LEFM) were measured. Lesion effects were analyzed separately for left- and right-hemisphere damaged (LHD, RHD) patients, using voxel-based lesion-symptom mapping (VLSM). Our results show that voxel clusters where damage exerted a significant impact on balance, gait and lower-limb function were found in the corticospinal tract, in its passage in the corona radiata and in the posterior limb of the internal capsule. Additional significant impact was found to lesions affecting the putamen and the external capsule. Balance, gait, and hemiparetic lower limb function showed much overlap of the corresponding ‘significant’ voxel clusters. Test scores of RHD and LHD patients were affected largely by damage to homologous regions, with the LHD group showing a wider distribution of ‘significant’ voxels. The study corroborates and extends previous findings by demonstrating that balance control, gait, and lower limb function are all affected mainly by damage to essentially the same brain structures, namely - the corticospinal tract and adjacent structures in the capsular-putaminal region. (shrink)

The stereotyped pattern of cell commitments during leech embryogenesis is described. The nature of cell commitments during segmentation differs significantly between leech and fruit fly. Despite the constancy of cell fate assignments in normal development, ablation experiments show that cell interactions are essential in setting some of these commitments. Interacting cells follow a positionally determined hierarchy of fate choices. For other cells, which appear to have fates fixed from birth, the possibility of determinative interactions between mother and daughter cells is (...) discussed. (shrink)

During embryogenesis, cell division must be spatially and temporally regulated with respect to other developmental processes. Leech embryos undergo a series of unequal and asynchronous cleavages to produce individually recognizable cells whose lineages, developmental fates and cell cycle properties have been characterized. Thus, leech embryos provide an opportunity to examine the regulation of cell division at the level of individual well‐characterized cells within a community of different types of cells. Isolation of leech homologues of some of the highly conserved regulators (...) of the cell division cycle, and characterization of their patterns of maternal and zygotic expression, indicate that the cell divisions of early leech embryos are regulated by cell type‐specific mechanisms. These studies with leech embryos contribute to the emerging appreciation of the diverse mechanisms by which animals regulate cell division during early development. (shrink)

This article took as its main objective to analyze the use of the internet by young students of 6th junior high education unit Cardenal Maurer, identify the types of social networks and influence in their lives, so knowing the consequences that affect in the teaching-learning process during training. To this end document review data and quantitative and qualitative techniques were used.

This study examines how low-income African American mothers of children with sickle cell disease cope with the reproductive implications of having passed a genetic disease on to their children. Based on in-depth interviews with 29 African American mothers, I found that most mothers knew about SCD prior to having a child with the disease; many knew they were carriers of the sickle cell trait. In explaining why this knowledge did not lead them to alter their reproductive behaviors, mothers invoked a (...) theme of medical mismanagement; that is, they said the genetic screening programs for SCD did not provide them with enough medical knowledge about the disease. The implication that adequate knowledge about SCD would have affected their childbearing choices, however, is contradicted by their subsequent reproductive behaviors. I argue that the SCD diagnosis threatened motherhood, an important cultural value among low-income African American women, and that they protected their reproductive autonomy by obfuscating SCD medical knowledge. (shrink)

Crudely put, educational research is unethical when it misrepresents or misidentifies—and so betrays—its putative beneficiaries or the goods and values they hold dear. How can researchers guard against these vulnerabilities? While acknowledging the vulnerabilities of educational research to abuses of trust and representation, and that there is no Archimedean point from which to approach research into people’s practices, we defend a universalist conception of research ethics in education. This universalist conception is developed via an examination of a central debate in (...) feminism, contrasting Alcoff’s positionality, Caughie’s performative conception and Nussbaum’s universalist conception of feminism. (shrink)

Richard Faber, the author of learned studies of Novalis, Vergil, Brecht, and Carl Schmitt, is aware that this is not the first book he has published with the same title. ad Jacob Taubes, the title...