Rejecting the need for theories about theories, this book suggests that one can find the meaning of classical musical compositions by attending just "to the facts themselves." Seeking to promote critical and intelligent appreciation of music, the author discusses a range of classical works, pointing out what he believes the composer is communicating and the way in which it is communicated. He examines (and offers examples of) musical games, symbolism, musical tension, melody and melodic line. The latter half of the (...) work is devoted to applying the preceding topics to specific works by Bach, Beethoven, Debussy, Ravel, and other composers. Annotation copyrighted by Book News, Inc., Portland, OR. (shrink)

The historical crisis, by J. T. Marcus.--History and the search for identity, by P. Smith.--The role of history, by J. H. Plumb.--History as progress, by E. H. Carr.--On optimism, by P. Gay.--The purpose of history, by G. R. Elton.--The uses of history, by D. H. Fischer.--The dangers of history, by H. Butterfield.--Unity of history, by P. Smith.--History as private enterprise, by H. Zinn.--The historian and his day, by J. H. Hexter.--Present interest, by S. Kracauer.--On becoming an historian, by M. (...) Duberman.--Vietnam analogy: Greece, not Munich, by A. J. Mayer.--Analogies, by D. H. Fischer.--The tragic element in modern international conflict, by H. Butterfield. (shrink)

I argue that we need to distinguish between three concepts of actual causation: total, path-changing, and contributing actual causation. I provide two lines of argument in support of this account. First, I address three thought experiments that have been troublesome for unified accounts of actual causation, and I show that my account provides a better explanation of corresponding causal intuitions. Second, I provide a functional argument: if we assume that a key purpose of causal concepts is to guide agency, we (...) are better off making a distinction between three concepts of actual causation. (shrink)

Depuis des millénaires l'homme est à la recherche de ses origines. Hésiode montre que l'ordre doit remplacer le chaos et sa Théogonie est une première analyse d'un changement nécessaire. Zeus fait la guerre contre les manifestations du Chaos afin d'imposer sa propre conception de l'ordre ce qui revient à opposer l'intelligence et la Ruse à la Matière. Or, la prise de pouvoir par Zeus n'est que la preuve de ce que les mortels doivent entreprendre pour dominer leur vie, se conduire (...) en héros et mourir glorieusement. Ce dépassement de soi, organisé et encouragé, n'est qu'un choix humain projeté dans l'absolu du divin. Zeus apporte la justesse d'une solution au problème que pose l'existence. (shrink)

How does experimental philosophy address philosophical questions and problems? That is: What projects does experimental philosophy pursue? What is their philosophical relevance? And what empirical methods do they employ? Answers to these questions will reveal how experimental philosophy can contribute to the longstanding ambition of placing philosophy on the ‘secure path of a science’, as Kant put it. We argue that experimental philosophy has introduced a new methodological perspective – a ‘meta-philosophical naturalism’ that addresses philosophical questions about a phenomenon by (...) empirically investigating how people think about this phenomenon. This chapter asks how this novel perspective can be successfully implemented: How can the empirical investigation of how people think about something address genuinely philosophical problems? And what methods – and, specifically, what methods beyond the questionnaire – can this investigation employ? We first review core projects of experimental philosophy and raise the question of their philosophical relevance. For ambitious answers, we turn to experimental philosophy’s most direct historical precursor, mid-20th century ordinary language philosophy, and discuss empirical implementations of two of its research programmes that use experimental methods from psycholinguistics and corpus methods from the digital humanities. (shrink)

Introduction: "meaning in life and death : our stories" -- John Martin Fischer and Anthony B rueckner, "Why is death bad?", Philosophical studies, vol. 50, no. 2 (September 1986) -- "Death, badness, and the impossibility of experience," Journal of ethics -- John Martin Fischer and Daniel Speak, "Death and the psychological conception of personal identity," Midwest studies in philosophy, vol. 24 -- "Earlier birth and later death : symmetry through thick and thin," Richard Feldman, Kris McDaniel, Jason R. (...) Raibley, eds., The good, the right, life and death (Aldershot : Ashgate Publishing, 2006) -- "Why immortality is not so bad," International journal of philosophical studies, vol. 2, no. 2 (September 1994) -- John Martin Fischer and Ruth Curl, "Philosophical models of immortality in science fiction," in George Slusser et. al., eds., Immortal engines : life extension and immortality in science fiction and fantasy (Athens, Ga. : University of Georgia Press, 1996) -- "Epicureanism about death and immortality," Journal of ethics, vol. 10, no. 4 -- "Stories," Midwest studies in philosophy, vol. 20 -- "Free will, death, and immortality : the role of narrative," Philosophical papers (Special issue : meaning in life) volume 34, number 3, November 2005 -- "Stories and the meaning of life," revised and expanded version of "A reply to Pereboom, Zimmerman, and Smith," part of a book symposium on John Martin Fischer, my way : essays on moral responsibility, philosophical books, vol. 47, no. 3. (shrink)

First published in 1949, Gilbert Ryle ’s The Concept of Mind is one of the classics of twentieth-century philosophy. Described by Ryle as a ‘sustained piece of analytical hatchet-work’ on Cartesian dualism, The Concept of Mind is a radical and controversial attempt to jettison once and for all what Ryle called ‘the ghost in the machine’: Descartes’ argument that mind and body are two separate entities. This sixtieth anniversary edition includes a substantial commentary by Julia Tanney and is essential (...) reading for new readers interested not only in the history of analytic philosophy but in its power to challenge major currents in philosophy of mind and language today. (shrink)

Although the seasons have been a perennial theme in literature and art, their significance for philosophy and environmental theory has remained largely unexplored. This pioneering book demonstrates the ways in which inquiry into the seasons reveals new and illuminating perspectives for philosophy, environmental thought, anthropology, cultural studies, aesthetics, poetics, and literary criticism. The Seasons opens up new avenues for research in these fields and provides a valuable resource for teachers and students of the environmental humanities. The innovative essays herein address (...) a wide range of seasonal cultures and geographies, from the traditional Western model of the four seasons––spring, summer, fall, and winter––to the Indigenous seasons of Australia and the Arctic. Exemplifying the crucial importance of interdisciplinary research, The Seasons makes a compelling case for the relevance of the seasons to our daily lives, scientific understanding, diverse cultural practices, and politics. (shrink)

I revisit my article, “Why Immortality Is Not So Bad,” in which I argued that Bernard Williams’s thesis that immortality would necessarily be boring for any human being is false. Here I point out various ways in which Williams’s treatment of the issues has tilted and distorted the subsequent debates.

Haeusermann et al. (Citation2023) draw three overall conclusions from their study on closed loop neuromodulation and self-perception in clinical treatment of refractory epilepsy. The first is that closed-loop neuromodulation devices did not substantially change epileptic patient’s personalities or self-perception postoperatively. The second is that some patients and caregivers attributed observed changes in personality and self-perception to the epilepsy itself and not to the DBS treatments. The third is that the devices provided participants with novel ways to make sense of their (...) illness. These findings further demonstrate a misalignment between some neuroethicists’ concerns about putative postoperative changes to personality, and the empirical evidence for such changes. Haeusermann et al. nonetheless concede that “neurotechnology directed at persisting rather than episodic clinical phenomena could have greater implications for personality or self-perception, either because they operate more continuously or are directed at clinical phenomena that are more stably integrated into patients’ self-concepts” (41). We acknowledge that the hypothesis that participants did not report changes because they were only episodically and not continually stimulated offers an interesting line for future investigation. Nonetheless, we would like to propose that potential postoperative personality changes might be correlated with the pathophysiology itself, rather than the stimulation effects of the technology. Generally, we advance the view that unintended effects solely induced by the technology cannot be excluded per se. Regardless, this comment aims to highlight that ethicists’ starting premise should be that patients suffering from diverse pathophysiology, or patients who are treated with stimulation in different brain regions and with differing parameters, would likely not react in the same way to treatment. (shrink)

The HRAF databases, eHRAF World Cultures and eHRAF Archaeology, each containing large corpora of curated text subject-indexed at the paragraph-level by anthropologists, were designed to facilitate rapid retrieval of information. The texts describe social and cultural life in past and present societies around the world. As of the spring of 2018, eHRAF contains almost three million indexed “paragraph” units from over 8000 documents describing over 400 societies and archaeological traditions. This chapter first discusses concrete problems of scale resulting from large (...) numbers of complex elements retrieved by any given search. Second, we discuss potential and partial solutions that resolve these problems to advance research, whether based on specific hypotheses, classification or identifying and evaluating embedded patterns of relationships. Third, we discuss new kinds of research possibilities that can be further advanced, have not yet been successfully attempted, or have not even been considered using anthropological data because of scale and complexity of achieving a result. (shrink)

I have a long-standing relation with the noun “technoscience.” In recent years, I have been concerned with its evolution and connotations, since the period when I first thought it up. This chapter presents a survey of the various uses, transfers and significations of the term. It makes a twofold claim technoscientific research and development are conducted by a plural subject in need of a moral conscience; the study of technoscientific objects requires a methodological and operational materialism.Augmented version for this volume (...) of an essay first published in French Regards sur les technosciences, Vrin, Paris, pp. 23–38, 2006). Translation by John Stewart, University of Technology Compiègne. (shrink)

Empirical insights into language processing have a philosophical relevance that extends well beyond philosophical questions about language. This chapter will discuss this wider relevance: We will consider how experimental philosophers can examine language processing in order to address questions in several different areas of philosophy. To do so, we will present the emerging research program of experimental argument analysis (EAA) that examines how automatic language processing shapes verbal reasoning – including philosophical arguments. The evidential strand of experimental philosophy uses mainly (...) questionnaire-based methods to assess the evidentiary value of intuitive judgments that are adduced as evidence for philosophical theories and as premises for philosophical arguments. Extending this prominent strand of experimental philosophy, EAA underpins such assessments, extends the scope of the assessments, and expands the range of the empirical methods employed: EAA examines how automatic inferences that are continually made in language comprehension and production shape verbal reasoning, and draws on findings about comprehension biases that affect the contextualisation of such default inferences, in order to explain and expose fallacies. It deploys findings to assess premises and inferences from premises to conclusions, in philosophical arguments. To do so, it adapts methods from psycholinguistics and recruits methods from computational linguistics. (shrink)

Stereotypes shape inferences in philosophical thought, political discourse, and everyday life. These inferences are routinely made when thinkers engage in language comprehension or production: We make them whenever we hear, read, or formulate stories, reports, philosophical case-descriptions, or premises of arguments – on virtually any topic. These inferences are largely automatic: largely unconscious, non-intentional, and effortless. Accordingly, they shape our thought in ways we can properly understand only by complementing traditional forms of philosophical analysis with experimental methods from psycholinguistics. This (...) paper seeks, first, to bring out the wider philosophical relevance of stereotypical inference, well beyond familiar topics like gender and race. Second, we wish to provide philosophers with a toolkit to experimentally study these ubiquitous inferences and what intuitions they may generate. This paper explains what stereotypes are, and why they matter to current and traditional concerns in philosophy – experimental, analytic, and applied. It then assembles a psycholinguistic toolkit and demonstrates through two studies how potentially questionnaire-based measures can be combined with process measures to garner evidence for specific stereotypical inferences and study when they ‘go through’ and influence our thinking. (shrink)

Gilbert Ryle; Intelligence and the Logic of the Nature-Nurture Issue Reply to J. P. White, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, P.

This chapter first talks about LEGO modal epistemology. Modal epistemology has the two parts. Some of it is the study of how one knows that some things are contingent and others necessary. The other part of modal epistemology concerns how much one know about what is contingent and necessary. The chapter then talks about what went wrong with the imagination‐based story. Whatever the story about how one knows what he/she can build, it had better be one that factors in his/her (...) background knowledge, since that is what makes the imagination useful. With working knowledge of those little pieces, one can make judgments about what can and can not be done with them. Crucially, there are various ways to make those judgments. The chapter further focuses on a segment of the LEGO community that might seem a bit fussy: purists. (shrink)

ABSTRACT:This article assesses the proliferation of international accountability standards (IAS) in the recent past. We provide a comprehensive overview about the different types of standards and discuss their role as part of a new institutional infrastructure for corporate responsibility. Based on this, it is argued that IAS can advance corporate responsibility on a global level because they contribute to the closure of some omnipresent governance gaps. IAS also improve the preparedness of an organization to give an explanation and a justification (...) to relevant stakeholders for its judgments, intentions, acts and omissions when appropriately called upon to do so. However, IAS also face a variety of problems impeding their potential to help address social and environmental issues. The contribution of the four articles in this special section is discussed in the context of standards’ problems and opportunities. The article closes by outlining a research agenda to further develop and extend the scholarly debate around IAS. (shrink)

“Art is necessary in order that man should be able to recognize and change the world. But art is also necessary by virtue of the magic inherent in it.”—Ernst Fischer Reissued with an introduction by John Berger, The Necessity of Art is a beautifully written meditation on art’s importance in viewing the world in which we live. In this wide-ranging and erudite exploration of literary and fine art, Fischer looks at the relationship between the creative imagination and social (...) reality, arguing that truthful art must both reflect existence in all its flaws and imperfections, and help show how change and improvement might be brought about. With his emphasis on the individual’s need to engage with society, his rejection of rampant consumerism and hypertechnology, and his indomitable optimism, this radical, affirmative and humane vision of the artistic endeavor remains as timely today as when it was first published sixty years ago. (shrink)

An analysis of the counter-intuitive properties of infinity as understood differently in mathematics, classical physics and quantum physics allows the consideration of various paradoxes under a new light (e.g. Zeno’s dichotomy, Torricelli’s trumpet, and the weirdness of quantum physics). It provides strong support for the reality of abstractness and mathematical Platonism, and a plausible reason why there is something rather than nothing in the concrete universe. The conclusions are far reaching for science and philosophy.

This paper is an attempt to highlight significant developments in the history of philosophy in schools in Australia. We commence by looking at the early years when Laurance Splitter visited the Institute for the Advancement for Philosophy for Children (IAPC). Then we offer an account of the events that led to the formation of what is now the Federation of Australasian Philosophy in Schools Associations (FAPSA), the development and production of a diverse range of curriculum and supporting materials for philosophy (...) in schools, the making of the Australasian journal, and more recent events. Our purpose is to create further interest in exploring this complex and rich history. This will achieve a better understanding of the possible future directions for classroom practice and research. (shrink)

Frontiers Events is a rapidly growing calendar management system dedicated to the scheduling of academic events. This includes announcements and invitations, participant listings and search functionality, abstract handling and publication, related events and post-event exchanges. Whether an organizer or participant, make your event a Frontiers Event!

In Neither Beast Nor God, Gilbert Meilaender elaborates the philosophical, social, theological, and political implications of the question of dignity, and ...

_Arguing with People_ brings developments from the field of Argumentation Theory to bear on critical thinking in a clear and accessible way. This book expands the critical thinking toolkit, and shows how those tools can be applied in the hurly-burly of everyday arguing. Gilbert emphasizes the importance of understanding real arguments, understanding just who you are arguing with, and knowing how to use that information for successful argumentation. Interesting examples and partner exercises are provided to demonstrate tangible ways in (...) which the book’s lessons can be applied. (shrink)

Ethics and the Community of Inquiry gets to the heart of democratic education and how best to achieve it. The book radically reshapes our understanding of education by offering a framework from which to integrate curriculum, teaching and learning and to place deliberative democracy at the centre of education reform. It makes a significant contribution to current debates on educational theory and practice, in particular to pedagogical and professional practice, and ethics education.

In his recent book on the problem of evil, Peter van Inwagen argues that both the global and local arguments from evil are failures. In this paper, we engagevan Inwagen’s book at two main points. First, we consider his understanding of what it takes for a philosophical argument to succeed. We argue that while his criterion for success is interesting and helpful, there is good reason to think it is too stringent. Second, we consider his responses to the global and (...) local arguments from evil. We argue that although van Inwagen may have adequately responded to each of these arguments, his discussion points us toa third argument from evil to which he has yet to provide a response. (shrink)

The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices (...) of discipline-based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but also to develop habits of self-correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. This has implications for science education and the role of educational philosophy in developing students' ability to think scientifically. But it also has broader implications for thinking critically within all key learning areas. Here we concentrate on science education. We present the parallels between philosophical inquiry and scientific inquiry that need to be realised to promote and engage with scientific inquiry in the classroom. We also discuss the conflicts between philosophical inquiry and the way inquiry science in the classroom is portrayed in the education literature. Based on philosophical and historical perceptions of science as inquiry, a practical approach to implementation of scientific inquiry in the science classroom is presented. (shrink)