In this comprehensive collection of essays, most of which appear for the first time, eminent scholars from many disciplines—philosophy, economics, sociology, political science, demography, theology, history, and social psychology—examine the causes, nature, and consequences of present-day consumption patterns in the United States and throughout the world.

Eliezer Eilburg: The Ten Questions and Memoir of a Renaissance Jew makes available for the first time a bilingual edition of two key works by the Jewish rationalist skeptic, kabbalist, and memoirist, Eliezer Eilburg.

This title was first published in 2002. This collection of essays aims to present a wide range of interpretations of central themes in Spinoza's philosophy. Philosophical interpretations of Spinoza divide into three general categories. The first sets Spinoza within what is taken to be his historical context. Special emphasis is laid here on aspects of his teaching that seem to bear the influence of Spinoza's own education (and self-education), either through concepts assimilated into his own thinking, or those he undertook (...) to refute and displace. A second interpretative approach uses analytical tools in an attempt to reconstruct Spinozistic issues and theories critically. Finally, there are philosophers who explore Spinoza's texts in their own terms, attempting to present a coherent picture of one or more aspects of Spinoza's teaching. Given the broad span of issues with which Spinoza deals, the latter is often the most difficult track to follow. The 25 articles in this collection exemplify these three attitudes to Spinoza interpretation, though most avail themselves of more than one. In making the selection the editors preferred studies that treat their subject as a viable, endurable philosophical issue, whether the writer accepts Spinoza's presentation or highlights his difficulties. On each issue the articles critically analyze the texts, rather than simply portraying the Spinozistic ideas they express. (shrink)

Do science and technology create value for society and the economy, and how might one go about measuring it? How do we evaluate its benefits? Can we even be certain that there are benefits? Geisler argues that there are benefits, and that they outweigh in value the negative impacts that inevitably accompany them. His revolutionary new book goes on to show that they can also be measured and evaluated, and in one volume all of the existing knowledge on how to (...) do it is complied--then Geisler's own methods are offered. The result is a compelling argument that the value of science and technology in our lives has indeed been positive, and that the economic well-being of all individuals, organizations, and nations rests upon them. Geisler starts off by describing his conceptual framework for the evaluation of science and technology and the impact and benefits that proceed from them. He discusses the nature of evaluation in general terms, and then in the specific context of science, technology, and innovation together. He reviews the state of our present knowledge and assesses the nature of value creation itself. Throughout, Geisler remains fixed on his driving thesis: Although there are certainly some negative impacts from science and technology, on the whole the results of its outputs are positive. He shows how they have contributed to a range of activities and institutions, particularly to the improvement of health and human welfare worldwide. Finally, after discussing the theories of evaluation, he gets down to the practice, providing readers with a way to assess science and technological innovations for themselves. (shrink)

This work copiles key metrics to measure and evalute the impact of science and technology on academia, industry and government. it covers such topics as ...

ABSTRACT We consider evolution of knowledge bases caused by a sequence of basic steps of acquisition of a new information, either consistent or inconsistent with the original system. To make this process comply with the Principe of Minimal Change, a special evidence metric is introduced for measuring distance between states of knowledge. Then a novel semantics of knowledge bases is developed suggested by the heuristics of weighted maximally consistent subsets. The latter is efficiently applied to the processes of consistent and (...) inconsistent acquisition of knowledge, belief revision and contraction. (shrink)

Introduction -- The mischievous neuron -- The shadow of determinism -- The essential freedom -- A tempest in the brain -- Neurological disturbance -- The seat of the will -- The somatic-marker hypothesis -- The readiness potential -- The grand illusion -- Neuronal destiny -- The revolution of the brain -- Seeds of corruption -- Morality's end -- The depths of consciousness -- A challenge for experience -- The boundlessness of reason -- Rise of the moral agent -- The palace (...) of the mind. (shrink)

This book offers a radical reappraisal of the nature and significance of Wittgenstein’s thought about ethics from a variety of different perspectives. The book includes essays on Wittgenstein’s early remarks on ethics in the _Tractatus Logico-Philosophicus,_ on his 1929 "Lecture on Ethics", and on various aspects of Wittgenstein’s later views on ethics in the _Philosophical Investigations_ and elsewhere. Together, the essays in this volume provide a comprehensive assessment of Wittgenstein’s moral thought throughout his work, its continuity and development between his (...) early and later work, and its connections with other aspects of his thought. Featuring fourteen original contributions written by internationally renowned Wittgenstein scholars, _Wittgenstein’s Moral Thought _opens up a new understanding of ethics that diverges from prevailing views prominent in contemporary discussions of the subject. (shrink)

This article characterizes aspect-perception as a distinct form of judgment in Kant's sense: a distinct way in which the mind contacts world and applies concepts. First, aspect-perception involves a mode of thinking about things apart from any established routine of conceptualizing them. It is thus a form of concept application that is essentially reflection about language. Second, this mode of reflection has an experiential, sometimes perceptual, element: in aspect-perception, that is, we experience meanings—bodies of norms. Third, aspect-perception can be “preparatory”: (...) it may help us to decide what linguistic norms to develop and how to conceptualize—make the world thinkable. Fourth, the article discusses the forms of justification for which aspect-perception allows—the necessity and normativity involved in employing this form of judgment. (shrink)

Aspect-seeing, I claim, involves reflection on concepts. It involves letting oneself feel how it would be like to conceptualize something with a certain concept, without committing oneself to this conceptualization. I distinguish between two kinds of aspect-perception: -/- 1. Preparatory: allows us to develop, criticize, and shape concepts. It involves bringing a concept to an object for the purpose of examining what would be the best way to conceptualize it. -/- 2. Non-Preparatory: allows us to express the ingraspability of certain (...) experiences. It involves bringing a concept to an object for the purpose of showing—per impossible—what it would take to properly capture one’s experience. -/- I demonstrate the usefulness of the two kinds of aspect perception in making conceptual judgments, and in making moral and aesthetic judgments. (shrink)

This is a large, complex story in which the author describes the contributions of Mendelssohn, Wessely, Krochmal, Zunz, the mainstream Zionist thinkers ...

In ethics, Wittgenstein, early and late, emphasized changes of attitude over questions about how to act. He once told his friend Rhees: “One of my sister’s characteristics is that whenever she hears of something awful that has happened, her impulse is to ask what one can do about it, what she can do to help or remedy. This is a tendency in her of which I disapprove.” Instead, he says elsewhere: “If life becomes hard to bear we think of improvements. (...) But the most important & effective improvement, in our own attitude, hardly occurs to us […].” Such attitudinal changes involve a kind of clarity of thought for Wittgenstein, and his understanding of them can be explained in part by reference to his later discussion about aspect-perception. Moral problems can disappear in a way that resembles the disappearance of the rabbit-aspect of when the duck-aspect dawns. I compare moral clarification to logical-philosophical clarification. Both cases involve propositions that say nothing, but rather shed light on what other propositions say—tautologies, grammatical remarks, and philosophical elucidations on the one hand, clarificatory moral remarks like ‘think of her as someone’s daughter’ on the other. I argue that this gives a practical edge to Wittgenstein’s moral thought, a tool with which to think through moral difficulties. (shrink)

Current textbooks in formal semantics are all versions of, or introductions to, the same paradigm in semantic theory: Montague Grammar. Knowledge of Meaning is based on different assumptions and a different history. It provides the only introduction to truth- theoretic semantics for natural languages, fully integrating semantic theory into the modern Chomskyan program in linguistic theory and connecting linguistic semantics to research elsewhere in cognitive psychology and philosophy. As such, it better fits into a modern graduate or undergraduate program in (...) linguistics, cognitive science, or philosophy. Furthermore, since the technical tools it employs are much simpler to teach and to master, Knowledge of Meaning can be taught by someone who is not primarily a semanticist. Linguistic semantics cannot be studied as a stand-alone subject but only as part of cognitive psychology, the authors assert. It is the study of a particular human cognitive competence governing the meanings of words and phrases. Larson and Segal argue that speakers have unconscious knowledge of the semantic rules of their language, and they present concrete, empirically motivated proposals about a formal theory of this competence based on the work of Alfred Tarski and Donald Davidson. The theory is extended to a wide range of constructions occurring in natural language, including predicates, proper nouns, pronouns and demonstratives, quantifiers, definite descriptions, anaphoric expressions, clausal complements, and adverbs. Knowledge of Meaning gives equal weight to philosophical, empirical, and formal discussions. It addresses not only the empirical issues of linguistic semantics but also its fundamental conceptual questions, including the relation of truth to meaning and the methodology of semantic theorizing. Numerous exercises are included in the book. (shrink)

I defend the view that aspect-perception – seeing as a duck, or a face as courageous – typically involves concept-application. Seemingly obvious, this is contested by Avner Baz: ‘aspects may not aptly be identified with, or in terms of, empirical concepts […]’ – In opposition, I claim that they may. Indeed, in many cases there is no other way to identify aspects.I review the development in Baz’s view, from his early criticism of Stephen Mulhall, to his recent recruitment of the (...) discussion about aspects to criticize John McDowell’s conceptualism, and his claim: ‘the dawning of Wittgensteinian aspects reveals our power to perceive unity and sense that are not aptly thought of as conceptual’.I accept many of Baz’s claims against Mulhall and McDowell. However, his arguments go too far. Aspect-perception, I argue, typically involves a special kind of application of concepts. Denying that is denying much of what is important and of interest in the phenomena of aspect. The world revealed in aspect-perception is not the conceptualized world of science; but it is also not the pre-conceptualized ‘phenomenal’ world which, according to Baz, we normally have in perception, and which he wants to bring into view. (shrink)

In the scientist's lair -- The mysterious power -- The ghost in the machine -- The mechanics of mind -- Consciousness emerges -- How to build a mind -- Turing's test of consciousness -- Supremacy of the machines -- The Chinese room -- Demons in the brain -- Describing the indescribable -- March of the zombies -- The denial of consciousness -- The limits of computation -- A new generation.

1: The End of History 2: The Beyondness of the Singularity 2.1: The Definition of Smartness 2.2: Perceptual Transcends 2.3: Great Big Numbers 2.4: Smarter Than We Are 3: Sooner Than You Think 4: Uploading 5: The Interim Meaning of Life 6: Getting to the Singularity.

This book provides a standard reference of the major medieval Jewish philosophers, as well as an eminently readable narrative of the course of medieval Jewish ...

Investigates the brain's hidden logic behind seemingly irrational behaviors to explain how conscious and unconscious systems interact in order to create experiences and preserve the sense of self. --Publisher's description.

I argue that the typical Wittgensteinian method of philosophical investigation cannot help elucidate the grammar of aspect-seeing. In the typical Wittgensteinian method, we examine meaning in use: We practice language, and note the logical ramifications. I argue that the effectiveness of this method is hindered in the case of aspect-seeing by the fact that aspect-seeing involves an aberrant activity of seeing: Whereas it is normally nonsense to say that we choose what to see (decide to see the White House red, (...) for instance), it is possible to see aspects at will—e.g. to decide to see Jastrow’s duck-rabbit as a duck. I suggest an alternative method of investigation, one that reflects on language from a disengaged standpoint: a method that allows us to entertain a form of conceptualization of an object but does not commit us to adopting that way—namely, that does not involve us in a use of the object according to the norms that govern that conceptualization. This method, I argue, fits the s ubject matter of aspect-perception, since aspect-perception itself involves such a disengaged form of reflection. (shrink)

Interpreters today often take Kant’s practical philosophy to share some of the basic insights of Aristotle’s. Such, for instance, is the main tone of Christine Korsgaard’s reading. I make a case for a different, non-Aristotelian, reading of Kant’s moral philosophy. In particular, I distinguish between two senses of self-legislation: Aristotelian and Kantian. Aristotelian self-legislation is a general project we are involved in as humans, and in which we determine the organizing principle of our practical life. Every action of ours takes (...) part in this project of self-determination, and the project is thus part of the principle of every action. As opposed to that, not all actions are acts of Kantian self-legislation. To legislate for ourselves is to be involved in an internal drama of legislation. It is to be bound to respect moral duties by a force that is akin to a force of nature, and is yet internal. Moral normativity is thus separated from practical normativity in general. (shrink)

I problematize the notion of self-legislation. I follow in Elizabeth Anscombe’s footsteps and suggest that on a plausible reading of Kant, he does not so much misidentify the sources of moral normativity, as fail to identify any such sources in the first place: The set of terms with which the Kantian is attempting to do so is confused. Interpreters today take Kant’s legal language to be merely metaphorical. The language of ‘self-legislation,’ in particular, is replaced by such interpreters with a (...) language of ‘self-constitution.’ I challenge that, and claim that the language of legislation and judgment was, for Kant, more than a metaphor: The recognition of the moral law, he says, motivates us as if it were “the bidding of another person.” Legislation is typically remote in this way. It typically requires a distance between lawgiver and law-receiver—a distance that allows, for instance, for self-inspection and judgment. For Kant, these are the terms in which to explain the forms of the moral judgment and the sources of moral normativity. It is questionable, however, whether we can be remote from our own actions in the way required—whether we can observe our own actions. We cannot, for example, raise our hand and wonder how far it will go up. I develop this claim into an Anscombean challenge to Kant, and I call upon Kantians to take it seriously. (shrink)

I problematize the notion of self-legislation. I follow in Elizabeth Anscombe’s footsteps and suggest that on a plausible reading of Kant, he does not so much misidentify the sources of moral normativity, as fail to identify any such sources in the first place: The set of terms with which the Kantian is attempting to do so is confused. Interpreters today take Kant’s legal language to be merely metaphorical. The language of ‘self-legislation,’ in particular, is replaced by such interpreters with a (...) language of ‘self-constitution.’ I challenge that, and claim that the language of legislation and judgment was, for Kant, more than a metaphor: The recognition of the moral law, he says, motivates us as if it were “the bidding of another person.” Legislation is typically remote in this way. It typically requires a distance between lawgiver and law-receiver—a distance that allows, for instance, for self-inspection and judgment. For Kant, these are the terms in which to explain the forms of the moral judgment and the sources of moral normativity. It is questionable, however, whether we can be remote from our own actions in the way required—whether we can observe our own actions. We cannot, for example, raise our hand and wonder how far it will go up. I develop this claim into an Anscombean challenge to Kant, and I call upon Kantians to take it seriously. (shrink)

What do we aim at when we teach general introductory courses in moral philosophy? What should we aim at? In particular, should we focus on practice or theory? Should we make the study of ethics easy for the students, or should we alternatively aim at making the hardness of ethics attractive to them? This review discusses four recently published textbooks in ethics designed for beginners’ level courses. The books are different in organization and emphases. In each case, I have given (...) a short overview of the book’s contents, its aims and methods. I have also made some assessment about the usefulness of each: the philosophical territory it covers, the philosophical approach it puts forward, and the amount of preparation-work it leaves with the teacher. My overview thus gives the necessary information, and creates for the teacher the occasion for reflecting on—leaves the teacher with the task of deciding—what and how they want to teach. (shrink)

Anscombe criticism of Kant on Self-Legislation.