The ontology of ‘powerful qualities’ is gaining an increasing amount of attention in the literature on properties. This is the view that the so-called categorical or qualitative properties are identical with ‘dispositional’ properties. The position is associated with C.B. Martin, John Heil, Galen Strawson and Jonathan Jacobs. Robert Schroer ( 2012 ) has recently mounted a number of criticisms against the powerful qualities view as conceived by these main adherents, and has also advanced his own (radically different) version of (...) the view. In this paper I have three main aims: firstly, I shall defend the ontology from his critique, arguing that his criticisms do not damage the position. Secondly, I shall argue that Schroer’s own version of the view is untenable. Thirdly, the paper shall serve to clear up some conceptual confusions that often bedevil the powerful qualities view. (shrink)

The ontology of ‘powerful qualities’ is gaining an increasing amount of attention in the literature on properties. This is the view that the so-called categorical or qualitative properties are identical with ‘dispositional’ properties. The position is associated with C.B. Martin, John Heil, Galen Strawson and Jonathan Jacobs. Robert Schroer ( 2012 ) has recently mounted a number of criticisms against the powerful qualities view as conceived by these main adherents, and has also advanced his own (radically different) version of (...) the view. In this paper I have three main aims: firstly, I shall defend the ontology from his critique, arguing that his criticisms do not damage the position. Secondly, I shall argue that Schroer’s own version of the view is untenable. Thirdly, the paper shall serve to clear up some conceptual confusions that often bedevil the powerful qualities view. (shrink)

Elementary teachers can integrate social studies into their curriculum through thematic or interdisciplinary units. This study explores fourth-grade students’ responses to a month-long, structured inquiry. For two weeks, fourth-graders engaged in multiple readings of five secondary and fourteen primary sources using closed- and open-ended analysis questions and extemporaneous, text-based writing. For another two weeks, the writing process guided students through concept mapping, skeleton outlining, peer- and teacher-review, and revision. Three researchers examined students’ writings for criticality, complexity, and clarity. Findings yielded (...) positive, statistically significant correlations between secondary source usage and historical significance, secondary source usage and continuity-and-change, and primary source usage and contextualization. Positive, weak correlations appear between primary source usage and sourcing. No relationship appears between corroboration and other variables. Meaning is extrapolated for classroom practice and applied to seminal studies. Limitations include a small sample of largely homogeneous, inexperienced students. (shrink)

COLERIDGE AS PHILOSOPHER by JOHN H. MUIRHEAD M. A., GLASGOW AND OXFORD LL. D., GLASGOW AND CALIFORNIA EMERITUS PROFESSOR OF PHILOSOPHY IN THE UNIVERSITY OF..

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

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

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

Throughout the biological and biomedical sciences there is a growing need for, prescriptive ‘minimum information’ (MI) checklists specifying the key information to include when reporting experimental results are beginning to find favor with experimentalists, analysts, publishers and funders alike. Such checklists aim to ensure that methods, data, analyses and results are described to a level sufficient to support the unambiguous interpretation, sophisticated search, reanalysis and experimental corroboration and reuse of data sets, facilitating the extraction of maximum value from data sets (...) them. However, such ‘minimum information’ MI checklists are usually developed independently by groups working within representatives of particular biologically- or technologically-delineated domains. Consequently, an overview of the full range of checklists can be difficult to establish without intensive searching, and even tracking thetheir individual evolution of single checklists may be a non-trivial exercise. Checklists are also inevitably partially redundant when measured one against another, and where they overlap is far from straightforward. Furthermore, conflicts in scope and arbitrary decisions on wording and sub-structuring make integration difficult. This presents inhibit their use in combination. Overall, these issues present significant difficulties for the users of checklists, especially those in areas such as systems biology, who routinely combine information from multiple biological domains and technology platforms. To address all of the above, we present MIBBI (Minimum Information for Biological and Biomedical Investigations); a web-based communal resource for such checklists, designed to act as a ‘one-stop shop’ for those exploring the range of extant checklist projects, and to foster collaborative, integrative development and ultimately promote gradual integration of checklists. (shrink)

© 2015, Springer-Verlag Berlin Heidelberg.Genetic studies have identified single nucleotide polymorphisms associated with the risk of prostate cancer. It remains unclear whether such genetic variants are associated with disease aggressiveness. The NCI-SPORE Genetics Working Group retrospectively collected clinicopathologic information and genotype data for 36 SNPs which at the time had been validated to be associated with PC risk from 25,674 cases with PC. Cases were grouped according to race, Gleason score and aggressiveness. Statistical analyses were used to compare the frequency (...) of the SNPs between different disease cohorts. After adjusting for multiple testing, only PC-risk SNP rs2735839 was significantly and inversely associated with aggressive and high-grade disease in European men. Similar associations with aggressive and high-grade disease were documented in African-American subjects. The G allele of rs2735839 was associated with disease aggressiveness even at low PSA levels in both European and African-American men. Our results provide further support that a PC-risk SNP rs2735839 near the KLK3 gene on chromosome 19q13 may be associated with aggressive and high-grade PC. Future prospectively designed, case-case GWAS are needed to identify additional SNPs associated with PC aggressiveness. (shrink)

BackgroundChildhood adversity is linked to adverse health in adulthood. One posited mechanistic pathway is through physiological responses to acute stress. Childhood adversity has been previously related to both exaggerated and blunted physiological responses to acute stress, however, less is known about the psychological mechanisms which may contribute to patterns of physiological reactivity linked to childhood adversity.ObjectiveIn the current work, we investigated the role of challenge and threat stress appraisals in explaining relationships between childhood adversity and cortisol reactivity in response to (...) an acute stressor.MethodsUndergraduate students completed an online survey that included general demographic information and the Risky Families Questionnaire 24 h before a scheduled lab visit. In the lab, a research assistant collected a baseline salivary cortisol sample. Following the baseline period, participants were read instructions for the Trier Social Stress Test, a validated psychological lab stressor. Next, they completed a challenge vs. threat task appraisal questionnaire and completed the speech and math portion of the TSST. Twenty minutes following the start of the TSST, a second salivary sample was collected to measure changes in salivary cortisol following the TSST.ResultsLinear regression analyses adjusted for age, sex, childhood socioeconomic status, and baseline cortisol levels, showed childhood adversity associated with changes in cortisol levels [B = –0.29 t = –2.35, p = 0.02, R2=0.07]. Linear regression analyses controlling for age, sex, and childhood SES showed childhood adversity associated with both challenge [B = –0.52 t = –5.04, p < 0.001, R2=0.24] and threat [B = 0.55 t = 5.40, p < 0.001, R2=0.27] appraisals. Significant indirect effects of childhood trauma on cortisol reactivity were observed through challenge appraisals [B = –0.01 ], and threat appraisals [B = –0.01 ].ConclusionChildhood adversity may contribute to blunted cortisol reactivity, a pattern of response which is linked to obesity, addiction, and other behavior-related diseases. Our findings suggest that this relationship is in part a product of stress appraisals. (shrink)

Recovering Reason: Essays in Honor of Thomas L. Pangle is a collection of essays composed by students and friends of Thomas L. Pangle to honor his seminal work and outstanding guidance in the study of political philosophy. These essays examine both Socrates' and modern political philosophers' attempts to answer the question of the right life for human beings, as those attempts are introduced and elaborated in the work of thinkers from Homer and Thucydides to Nietzsche and Charles Taylor.

The notion of proof is central to mathematics yet it is one of the most difficult aspects of the subject to teach and master. In particular, undergraduate mathematics students often experience difficulties in understanding and constructing proofs. Understanding Mathematical Proof describes the nature of mathematical proof, explores the various techniques that mathematicians adopt to prove their results, and offers advice and strategies for constructing proofs. It will improve students’ ability to understand proofs and construct correct proofs of their own. The (...) first chapter of the text introduces the kind of reasoning that mathematicians use when writing their proofs and gives some example proofs to set the scene. The book then describes basic logic to enable an understanding of the structure of both individual mathematical statements and whole mathematical proofs. It also explains the notions of sets and functions and dissects several proofs with a view to exposing some of the underlying features common to most mathematical proofs. The remainder of the book delves further into different types of proof, including direct proof, proof using contrapositive, proof by contradiction, and mathematical induction. The authors also discuss existence and uniqueness proofs and the role of counter examples. (shrink)

_International Library of the Philosophy of Education _reprints twenty-four distinguished texts published in this field over the last half-century and includes works by authors such as Reginald D. Archambault, Charles Bailey, Robin Barrow, Norman J. Bull, D. E. Cooper, R. F. Dearden, Kieran Egan, D. W. Hamlyn, Paul H. Hirst, Glenn Langford, D. J. O'Connor, T. W. Moore, D. A. Nyberg, R. W. K. Paterson, R. S. Peters, Kenneth A Strike, I. A. Snook, John and Patricia White, and (...) class='Hi'>John Wilson. Themes discussed include: Liberal education, moral education, the aims of education, the education of teachers, adult & continuing education and the philosophical analysis of education. _Available now at a special introductory price. This price is applicable until 3 months after publication. For more information, please contact us._. (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 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)

In lieu of an abstract, here is a brief excerpt of the content:F. H. Bradley and the Working-out of Absolute Idealism* JOHN HERMAN RANDALL, JR. FRANCIS HERBERTBRADLEY (1846-1924) 1 agreed with the other English idealists that the real world is the experienced world. But he started with the fundamental conviction that "experience" is more than "thought," as Green had maintained. Bradley's basic drive is the refusal to abolish "feeling" in favor of knowledge and intelligibility. "Feeling" is a fundamental and (...) ineradicable aspect of "reality"m more fundamental, in fact, than thinking. In the immediately experienced world, all intelligible distinctions and relations are merged in a "whole of feeling" which is the ultimate subject-matter of philosophy. "Thought" arises out of feeling, out of "immediacy," as an interpretation of immediate experience by distinguishing relations and aspects in it. "Knowledge " is only one aspect of the experienced world; it needs blending with "feeling" and will to include all the experienced aspects. "Feeling" starts for Bradley, in his Principles of Logic (1883), in pretty much the empiricist sense, as isolated sensations, and as subjective (in flavor at least). It then becomes neutral: "feeling" is identified with "the felt"; and it grows richer, attempting to include the whole wealth of immediate experience. Thus Bradley gets very close to Dewey's conception of "direct experience," "non-reflective experience," without, however, Dewey's biological analysis. It is through this conception of experience that Bradley approaches the naturalism to which his thinking almost arrived at the end. Thought, that is, has a setting in experience " it is relational, and by its analysis it breaks up experienced and felt wholes. There is a double insistence in Bradley. On the one hand, reality is experienced, but is not adequately expressed in thought. On the other, reality/s accessible to knowledge. What has often been called Bradley's "skepticism" is really an objective relativism. Thought, logical structure, is not ultimate. In Appearance and *This study of F. It. Bradley is based on one of five chapters on post-ttegehan philosophical Ideahsm in Britain and America to be included in my forthcoming Career oJ Philosophy in Modem Times, Vol.III: The Hundred Years Since Darwin. ISee Bradley ed. of Mind, XXXIV (1925); A. E. Taylor, "F. H. Bradley"; J. H. Muirhead, "Bradley's Place in Philosophy." See also T. M. Forsyth, English Philosophy (London: 1910), chap. VII, 2rid part; Rudolf Kagey, F. H. Bradley's Logic (New York: 1931). The best philosophical analyses of Bradley are Robert D. Mack, The Appeal to Immediate Experience (New York: 1945),and Richard Wollheim,F. H. Bradley (Pelican Books, 1959). [245] 246 HISTORY OF PHILOSOPHY Reality, he insists it is really self-contradictory; then later he emphasizes rather that it is always relative to its particular subiect-matter. The real, experienced world is never identical with the intelligible world, yet it is also never "extraneous " to it. The relation of the two can be said to be, in Aristotelian terms, that of substance to form, that of what is to its intelligible aspect. The intelligible world, the system of science and knowledge, thus fundamentally needs criticism in the light of its setting in the experienced world. This is not only the entire drive of Dewey's Experience and Nature; it is the expression of that whole current of thought on the Continent which began with the criticism of Hegel's "panlogism" in the 1840's and is today called "Existentialism." Bradley is the British counterpart of all those who have criticized philosophies of logical structure like T. H. Green's, or like the other contemporary forms of Neo-Kantianism in Germany and France. The "known world" is a world of relations distingflished in the richer "real world." These distinctions are ultimately relative to their particular setting, but in that setting they are valid enough. Bradley's celebrated doctrine of the "degrees of truth and reality" means that practically knowledge is "true"; any idea which fulfills its purpose of rendering some portion or aspect of experience intelligible and significant and meaningful, and which is not ousted by a better idea, Bradley is willing to say is "so far true." It is valid, in its own sphere and purpose, despite its ultimate inconsistency; the wave-theory... (shrink)

Herbert Spencer: Legacies explores and assesses the impact of the ideas and work of the great Victorian polymath Herbert Spencer across a wide range of disciplines. In the course of the essays a significant re-evaluation of his influence on Victorian and Edwardian thought is provided. Spencer's contribution to the fields of sociology, anthropology, psychology, biology and ecology are considered, alongside his influence on key figures in science and philosophy. The book brings together scholars from a wide range of disciplines to (...) explore Spencer's nuanced and complex ideas and will be invaluable for historians of science and ideas, and all those interested in the intellectual culture of the late Victorian and Edwardian period. Contributors: Peter J. Bowler, James Elwick, Mark Francis, Bernard Lightman, Chris Renwick, Vanessa L. Ryan, John Skorupski, Michael W. Taylor, Stephen Tomlinson, and Jonathan H. Turner. (shrink)

In this philosophically sophisticated and historically significant work, John H. Zammito reconstructs Kant's composition of The Critique of Judgment and reveals that it underwent three major transformations before publication. He shows that Kant not only made his "cognitive" turn, expanding the project from a "Critique of Taste" to a Critique of Judgment but he also made an "ethical" turn. This "ethical" turn was provoked by controversies in German philosophical and religious culture, in particular the writings of Johann Herder and (...) the Sturm und Drang movement in art and science, as well as the related pantheism controversy. Such topicality made the Third Critique pivotal in creating a "Kantian" movement in the 1790s, leading directly to German Idealism and Romanticism. The austerity and grandeur of Kant's philosophical writings sometimes make it hard to recognize them as the products of a historical individual situated in the particular constellation of his time and society. Here Kant emerges as a concrete historical figure struggling to preserve the achievements of cosmopolitan Aufkl-rung against challenges in natural science, religion, and politics in the late 1780s. More specifically Zammito suggests that Kant's Third Critique was animated throughout by a fierce personal rivalry with Herder and by a strong commitment to traditional Christian ideas of God and human moral freedom. "A work of extraordinary erudition. Zammito's study is both comprehensive and novel, connecting Kant's work with the aesthetic and religious controversies of the late eighteenth century. He seems to have read everything. I know of no comparable historical study of Kant's Third Critique."-Arnulf Zweig, translator and editor of Kant's ;IPhilosophical Correspondence, 1759-1799;X "An intricate, subtle, and exciting explanation of how Kant's thinking developed and adjusted to new challenges over the decade from the first edition of the Critique of Pure Reason to the appearance of the Critique of Judgment. "--John W. Burbidge, Review of Metaphysics "There has been for a long time a serious gap in English commentary on Kant's Critique of Judgment Zammito's book finally fills it. All students and scholars of Kant will want to consult it."--Frederick Beiser, Times Literary Supplement. (shrink)