Modern Philosophy, the third volume in the history of philosophy series edited by Etienne Gilson, is a comprehensive critical study of philosophical thought from Descartes to Kant. Containing detailed discussions of individual figures, both major and minor, it treats not only their metaphysical and epistemological views but also their philosophies of art, religion, morals, and politics. It presents the historical settings in which they wrote and shows the dialectical interplay among their views. As Gilson and Langan point out, there inevitably (...) is some arbitrariness in deciding what to include or emphasize in a volume such as this, but, in my opinion, it would be difficult to give a more balanced and complete survey than theirs. (shrink)

In the wake of Wilfrid Sellars’ philosophy, John Locke’s theory of ideas is often taken to fall prey to the so-called Myth of the Given. The main charge is that Locke appeals to passively received sense impressions to justify knowledge claims and ultimately confuses natural processes with normative conceptual activity. In this paper, I will argue that the accusations are founded on a faulty reading and that Locke’s account does indeed circumvent Givenism without having to abandon the foundationalist ambitions (...) that drive his theory of ideas. I will begin by exploring the attractions and pitfalls of the Myth. Secondly, I will show how the Sellarsian objections can be launched against Locke’s theory of ideas. Thirdly, I will present my interpretation of Locke’s take on ideas and show how they fare in relation to the crucial features involved in the discussion of the Myth. By way of conclusion, I will discuss whether Locke’s way of avoiding the Myth limits his foundationalist approach. (shrink)

Idealism, and the neo-idealism of the turn of the century which was an extension as well as a revival of idealism, holds that it is impossible to know whether reality exists outside the mind. Rather, objects of perception are formed by the perceiving mind. The sense made out of these objects is thus subject to changes in that perceiving mind. Positivist liberalism conversely asserts that fixed, rational laws govern existence. German society at the end of the nineteenth century was so (...) ridden with change that the static positivism of the National Liberals was rejected by German historians, led by Max Lenz in the 1880s, and replaced by a return to the idealism of Ranke. The neo-idealists looked for dual causalities, studying the interaction of economics and politics and holding that history was engaged in change as well as recording it. Two theories resulted from German idealism, both capable of accounting for changes in institutional frameworks over time: Marxism and the German historical school of economics, the Kathedersozialisten. (shrink)

Going beyond the theory/practice and discourse/matter divides -- Learning and becoming in an onto-epistemology -- The tool of pedagogical documentation -- An intra-active pedagogy and its dual movements -- Transgressing binary practices in early childhood teacher education -- The hybrid-writing-process: going beyond the theory/practice divide in academic writing -- An ethics of immanence and potentialities for early childhood education.

The esteemed psychologist and thinker John Dewey headed for previously unexplored philosophical territory with this influential work. Written shortly after World War I, it embodies Dewey's system of pragmatic humanism and maintains that individuals can attain "a more ordered and intelligent happiness" by reconsidering the ultimate effects of their deepest beliefs and feelings. With its promise of achieving an understanding of the past and attaining a brighter future, Reconstruction in Philosophy remains ever relevant. "A modern classic." — Philosophy and (...) Phenomenological Research. (shrink)

With precision and profundity born of 30 years of devoted study, John Boyle offers an essential introduction to St. Thomas Aquinas on Scripture, shedding helpful light on the goals, methods, and commitments that animate the Angelic Doctor's engagement with the sacred page. Because the genius of St. Thomas's approach to the Bible lies not so much in its novelty but rather in the fidelity and clarity with which he recapitulates the riches of the preceding interpretive Tradition, this initiation into (...) St. Thomas's vision of Scripture is itself an orientation to the Church's vision of Scripture, from the Fathers through and beyond the Middle Ages. St. Thomas's embeddedness within the Church's Tradition and his own historical context is integral to his approach to Scripture, yet it sets him at some distance from modern readers, for whom his interpretive vision may seem perplexing or even impenetrable. In this Primer, Boyle first provides an acclimation to this medieval context through a survey and explanation of pertinent technical terminology used by St. Thomas and characteristic of the scholastic theology of the time. With an eye to the medieval practice of considering Scripture according to the fourfold division of causes, Boyle builds on this initial foundation by exploring in turn St. Thomas's accounts of the end or use of Scripture (final cause), its divine and human authorship (efficient cause), its order and division (material cause), and its literary styles or genres (formal cause). Drawing on writings from across St. Thomas's corpus, but especially his work On the Commendation and Division of Sacred Scripture and the prologues to his biblical commentaries, Boyle masterfully elucidates both the hermeneutical principles and deep wisdom of the Angelic Doctor's approach to Scripture, imparting invaluable guidance not only for reading and understanding St. Thomas and other great masters of the Tradition, but also-and ultimately-for understanding Scripture in light of this Tradition and reading it with greater benefit and joy. (shrink)

Despite recurring efforts, a gap exists across a variety of contexts between the protection of patients' safety in theory and in practice. This timely Research Handbook highlights these critical issues and suggests both legal and policy changes are necessary to better protect patients' safety. Multidisciplinary in nature, this Research Handbook features contributions from eminent academics, policy makers and medical practitioners from the Global North and South, discussing the essential facets concerning patient safety and the law. It highlights how the role (...) of legislation and case law has the potential to influence, both positively and negatively, medical practice and the quality of care. Chapters explore patient safety and the global health agenda; physiotherapy; 'non-therapeutic' clinical research with children; patient safety awareness in healthcare education; and the increasing use of robotics and artificial intelligence in healthcare. Outlining a wide range of international perspectives on patient safety and the law, this Research Handbook will appeal to academics and researchers specialising in health and medical law, human rights and healthcare regulation. It will also serve as a valuable resource for legal and medical practitioners alike, as well as clinicians and professionals working in healthcare governance. (shrink)

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)

Brecht hat im Laufe seiner geistigen Entwicklung eine ganze Reihe von ideologischen Positionen eingenommen und für sein poetisches Werk fruchtbar gemacht, von denen die marxistische nur eine von vielen war. Deshalb stellt dieser neue Blick auf Brecht sein Werk als einzelne Stationen einer nach allen Seiten offenen Entwicklung dar und konzentriert sich dabei auf die Positionen, die bisher in der Forschung zu kurz gekommen, übersehen oder schlichtweg geleugnet worden sind: die nationalprotestantischen Anfänge des jungen Dichters, die enge Orientierung an der (...) Philosophie von Max Stirner in den frühen Augsburger Dramen und die ebenso enge Orientierung an Lao-Tse in den späten klassischen Werken. (shrink)

Volume 34, Issue 8, December 2020, Page 1632-1645.

The first is of a more historical nature, the second of philosophical concern: what was the place occupied by angels in the medieval world-view and what was ...

This volume of The Subjection of Women provides a reliable text in an inexpensive edition, with explanatory notes but no additional editorial apparatus. -/- .

Theories of discourse bring to realism new ideas about how knowledge develops and how representations of reality are influenced. We gain an understanding of the conceptual aspect of social life and the processes by which meaning is produced. This collection reflects the growing interest realist critics have shown towards forms of discourse theory and deconstruction. The diverse range of contributions address such issues as the work of Derrida and deconstruction, discourse theory, Eurocentrism and poststructuralism. What unites all of the contributions (...) is a sense that it is essential to provide a realist alternative to the hitherto dominance of social constructionism, hermeneutics and postmodernism, over many of the issues discussed. By developing a realist perspective the different authors attempt to embed discourse within the structured nature of the reality of the world. Realism can situate language, discourse and ideology within context specific, or 'causally efficacious' circumstances. Realism can help to uncover issues of power, representation, and subjectivity and how discursive and other social practices produce real effects. This can help us understand the manner in which social structures are reproduced through various forms of ideology and discourse. And by knowing this, we can start to address questions concerning human emancipation and how the world is to be transformed. (shrink)

This vital study offers a new interpretation of Hume's famous "Of Miracles," which notoriously argues against the possibility of miracles. By situating Hume's popular argument in the context of the 18th century debate on miracles, Earman shows Hume's argument to be largely unoriginal and chiefly without merit where it is original. Yet Earman constructively conceives how progress can be made on the issues that Hume's essay so provocatively posed about the ability of eyewitness testimony to establish the credibility of marvelous (...) and miraculous events. (shrink)

Part One reviews some recent history of epistemology, focusing on ways in which the intellectual virtues have been invoked to solve specific epistemological problems. This part gives a sense of the contemporary landscape that has emerged and clarifies some of the disagreements among those who invoke the virtues in epistemology. Part Two explores some problems about knowledge in greater detail, and defends a externalist approach in virtue epistemology.

A Norton Library edition of Locke's Second Treatise of Government, edited by A. John Simmons.

This article explores the possibilities of considering how ‘matter and meaning are mutually constituted’ in the production of knowledge (Barad, 2007: 152) through presenting a diffractive analysis of a piece of interview data with a six-year-old boy in a preschool class. Inspired by Donna Haraway’s (1997) and Karen Barad’s (2007) theorising, I understand diffractive analysis as an embodied engagement with the materiality of research data: a becoming-with the data as researcher. Understanding the body as a space of transit, a series (...) of open-ended systems in interaction with the material-discursive ‘environment’, diffractive analyses constitute transcorporeal engagements with data. Stacy Alaimo’s (2010) theorisation of the transcorporeal is put to work diffractively with Gilles Deleuze and Felix Guattari’s (1987) thinking on the process of becoming minor or minoritarian. This implies a reconceptualisation of the very act of thinking as a transcorporeal process of engagement, going beyond the idea of reflexivity and interpretation as inner mental activities taking place in the mind of the researcher understood as separated from the data. Through my example, I argue that diffractive analysis can make visible new kinds of material-discursive realities that can have transformative and political consequences. (shrink)

In this book, Martin Lenz provides the first reconstruction of intersubjective accounts of the mind in early modern philosophy. Some phenomena are easily recognised as social or interactive: certain dances, forms of work and rituals require interaction to come into being or count as valid. But what about mental states, such as thoughts, volitions, or emotions? Do our minds also depend on other minds? The idea that our minds are intersubjective or social seems to be a recent one, developed (...) mainly in the 19th and 20th centuries against the individualism of early modern philosophers. By contrast, this book argues that well-known early modern philosophers often started from the idea that minds are intersubjective. How then does a mind depend on the minds of others? Early modern philosophers are well known to have developed a number of theories designed to explain how we cognize external objects. What is hardly recognized is that early modern philosophers also addressed the problem of how our cognition is influenced by other minds. This book provides a historical and rational reconstruction of three central, but different, early modern accounts of the influence that minds exert on one another: Spinoza's metaphysical model, Locke's linguistic model, and Hume's medical model. Showing for each model of mental interaction (1) why it was developed, (2) how it construes mind-mind relations, and (3) what view of the mind it suggests, this book aims at uncovering a crucial part of the unwritten history of intersubjectivity in the philosophy of mind. (shrink)

John Dupre warns that our understanding of human nature is being distorted by two faulty and harmful forms of pseudo-scientific thinking. Not just in the academic world but in everyday life, we find one set of experts who seek to explain the ends at which humans aim in terms of evolutionary theory, while the other set uses economic models to give rules of how we act to achieve those ends. Dupre demonstrates that these theorists' explanations do not work and (...) that, if taken seriously, their theories tend to have dangerous social and political consequences. For these reasons, it is important to resist scientism: an exaggerated conception of what science can be expected to do for us. Dupre restores sanity to the study of human nature by pointing the way to a proper understanding of humans in the societies that are our natural and necessary environments. Anyone interested in science and human life will enjoy this book--unless they are its targets. (shrink)

"What is a military aircraft? John Law shows in his beautiful analysis that it is a constant oscillation between multiplicity and singularity.

This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education 1 and in a couple of programs within the new Swedish Teacher Education . 2 These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co‐constructive, and re‐constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory‐practice binary that dominates ECE (...) and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as pre‐school teachers, use what I have conceptualized as deconstructive talks, as a possibility of making visible the dominant discourses of childhood, identity, learning, play, and gender in the performed and documented teaching practices. In teacher education, students’ narratives are also deconstructed. The aim is to transgress teaching‐as‐usual; i.e. dominant and normative ways of thinking and acting in teaching and learning situations. I will suggest an ethics of ‘resistance’, affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflexive mode for teachers, teacher students and teacher educators. (shrink)

The latest volume in the Oxford Readings in Philosophy series, this work brings together some of the best and most influential recent philosophical scholarship on Nietzsche. Opening with a substantial introduction by John Richardson, it covers: Nietzsche's views on truth and knowledge, his 'doctrines' of the eternal recurrence and will to power, his distinction between Apollinian and Dionysian art, his critique of morality, his conceptions of agency and self-creation, and his genealogical method. For each of these issues, the papers (...) show Nietzsche's continuing philosophical importance. Giving a clear and accessible overview, while retaining an analytical philosophical approach throughout, this volume is essential reading for all students of Nietzsche. (shrink)

Epidemiological studies of the last decade have shown a low prevalence of hypomania and bipolar I disorder in Western societies while pointing to a prevalence of unipolar mania in non-Western societies. This work seeks to investigate the explanatory role of the Stimmung concept to understand these differences, as much as the increase in the number of cases of mania in the West in the last two decades. It attempts to explore the relationship between the phenomenology of hypomania and its adaptation (...) to the atmosphere of its environment. Our hypothesis is that the experience of hypomania would be in harmony with the narrative of Western societies and with Stimmung (in the sense of the term used by Spitzer and Heidegger) of these societies. Finally, we will present a clinical case and analyzes of business leadership manuals that will illustrate the phenomenological relationship of Stimmung and mania, as well as its transformation in the sphere of work. (shrink)

I. Quaestiones in librum Porphyrii Isagoge ; et , Quaestiones super Praedicamenta Aristotelis -- II. Quaestiones in libros Perihermenias Aristotelis ; Quaestiones super librum Elenchorum Aristotelis ; Theoremata -- III. Quaestiones super libros Metaphysicorum Aristotelis, libri I-V -- IV. Quaestiones super libros Metaphysicorum Aristotelis, libri VI-IX -- V. Quaestiones super secundum et tertium De anima.

This chapter addresses the issues that motivate representationalist accounts, and it describes the different versions of representationalism as responses to these issues. It argues that the representationalist views do not adequately respond to the epistemological problems that motivate them and that they engender some ontological problems. The chapter presents an alternative ‘presentationalist’ account that preserves the straightforward sense of the mind's openness to the world. While representationalism and presentationalism agree that the relation between mental events or states is direct but (...) mediated, they radically differ in their views of the nature of the mediation involved in the mind's intentional directedness to the world. This difference and the preferability of the presentationalist account are explored. (shrink)

First published in 1899, The School and Society describes John Dewey’s experiences with his own famous Laboratory School, started in 1896. Dewey’s experiments at the Labora­tory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey’s per­vasive concern with the need for a rich, dynamic, and viable society. In his introduction to this volume, Joe R. Burnett states (...) Dewey’s theme. Industrialization, urbanization, science, and technology have created a revolution the schools cannot ignore. Dewey carries this theme through eight chapters: The School and Social Progress; The School and the Life of the Child; Waste in Education; Three Years of the University Elementary School; The Psychology of Elementary Education; Froebel’s Educa­tional Principles; The Psychology of Occupations; and the Development of Attention. (shrink)

This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co‐constructive, and re‐constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory‐practice binary that dominates ECE (...) and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as pre‐school teachers, use what I have conceptualized as deconstructive talks, as a possibility of making visible the dominant discourses of childhood, identity, learning, play, and gender in the performed and documented teaching practices. In teacher education, students’ narratives are also deconstructed. The aim is to transgress teaching‐as‐usual; i.e. dominant and normative ways of thinking and acting in teaching and learning situations. I will suggest an ethics of ‘resistance’, affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflexive mode for teachers, teacher students and teacher educators. (shrink)

Behavioural phenotypes have been explained by genetic and environmental factors (E) and their interaction. Here we suggest a rethinking of the E factor. Passively incurred environmental influences (E pass) and actively copied information and behaviour (E act) may be distinguished at shared and non-shared level. We argue that E act underlies mutation and selection and is the base of gene-independent heritability.

In der 1970 gegründeten Reihe erscheinen Arbeiten, die philosophiehistorische Studien mit einem systematischen Ansatz oder systematische Studien mit philosophiehistorischen Rekonstruktionen verbinden. Neben deutschsprachigen werden auch englischsprachige Monographien veröffentlicht. Gründungsherausgeber sind: Erhard Scheibe, Günther Patzig und Wolfgang Wieland. Von 1990 bis 2007 wurde die Reihe von Jürgen Mittelstraß mitherausgegeben.