Nathaniel Hone’s three portraits of Sir John Fielding establish a public image for the magistrate and a visual language for representing his blindness. Fielding is represented in 1757 as a family man, in 1762 as a sociable member of the Republic of Letters, and finally in 1773 as the embodiment of Justice. The movement across the portraits from empiricism to allegory not only conveys his increasing social status and celebrity, but also the mingling of philosophical and poetic (...) ideas about blindness in Enlightenment thinking. This paper argues that Hone’s construction of Fielding’s vision impairment in the latter two portraits reflects changing attitudes to blindness resulting from Lockean sensationalism and the widespread success of cataract operations. The more academically ambitious final portrait, however, also draws on iconographic tropes of blind justice, casting Fielding in allegorical guise that confers upon him heightened powers of reason and impartiality. For Hone, Fielding’s blindness is a crucial part of his status and identity, but it also provides opportunities to push portraiture beyond its association with the imitation of the visible and into the realm of invention. (shrink)

Sir John Templeton challenges the reader to apply the same energy that has been devoted to scientific inquiry to the pursuit of spiritual information. The world is at a state of unprecedented technical expertise, but why has our knowledge and faith in our own spirituality stalled and become obsolete in recent times? Possibilities for Over One Hundredfold More Spiritual Information seeks to address this question. It points out that our spiritual knowledge would also have the capacity to increase dramatically (...) if we were to open our minds to the endless possibilities that await us in terms of our spiritual lives. These include altruistic love for all people, new knowledge of the Divine, and a greater sense of our place in the universe. In order for us as human beings to take advantage of all of the spiritual gifts that we have been given, we need to be open and receptive to our individual spiritual natures, and to open ourselves to the limitless spiritual possibilities available to us. The book acknowledges the ancient scriptures and thinkers who have guided us for centuries. Vastly expanded research and the use of scientific method would only enhance our understanding of the wisdom contained within these wise teachings. The benefits of extending our spiritual knowledge might, in fact, exceed the benefits we have realized thus far from scientific and medical advances. Possibilities seeks to reawaken our desire for spiritual knowledge pushed aside so long ago in our quest for scientific knowledge. When these fields work together, the world will reap greater rewards that we can ever imagine. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A PARABLE OF SCANDAL: SPECULATIONS ABOUT THE WHEAT AND THE TARES IN MATTHEW 13 John F. Cornell St. John's College, NM I will open my mouth in parables; I will utter things kept secret since the foundation of die world" (Matthew 13:35) The title ofone of René Girard's path-breaking books, Things Hidden since the Foundation ofthe World, is of course drawn from this passage. Few scholarly writings (...) compare to this discussion ofmimetic rivalry and collective persecution for conveying a sense of the Bible's depths and secrecy, and for deciphering the wisdom inscribed in its images. Yet it is curious that Girard eschews the parables said to be the repositories of scriptural secrets. Both in Things Hidden (189) and in Quand ces choses commenceront (171-172), he distances himself from the parables as conceding too much to the human desire for a mythical God ofretribution. In light of all we have learned from Girard about our traditional misreadings of the Gospel, we might well question even the strongest impressions left by some of its figures. Might the parables' language of apocalyptic vengeance conceal a different revelation, just as an innocent death on a cross should disclose not the bloodlust ofa deity but the violence ofmen? Matthew's Jesus tells a story about a sowerwhose crop was infested by his enemy's weeds, weeds to be uprooted and destroyed at the harvest. And, granted, when Jesus translates the parable for the disciples he describes divine violence at the end ofhistory. The enemy is the devil and the sower is the Son ofMan who sends out his angels to discern the unrighteous ofhumanity and cast them into the furnace. But something does not seem quite right. Isn't Jesus' reduction of his own parable a little too obvious? And is there not John F. Cornell99 something grotesque—or at least simple-minded—about the teacher who warned about dirowing pearls ofwisdom now turning around and broadcasting the solution to one of the great mysteries? If we look closely at the very parable that surrounds the suggestion of "things hidden since the foundation ofthe world," we may see, however, that something is indeed hidden, hidden in the text. And what is hidden there confirms Girard's insight about the dominion ofmimetic rivalry since the world began. The Wheat and Tares is more than amyth ofdivine punishment. It is a parable ofthe essential human malady, a parable ofscandal. Here is the main text of the parable of the Wheat and the Tares, from Matthew chapter 13, in the New King James Version.1 "The kingdom ofheaven is like a man who sowed good seed in his field (agroi) but while men slept, his enemy came and sowed tares among the wheat and went his way. But when the grainhad sprouted and produced a crop, then the tares also appeared. So the servants of the [master of the house] (oikodespotou) came and said to him, 'Sir, did you not sow good seed inyourfield? How then does it have tares?' He said to diem, 'An enemy, [a man,] has done this.' The servants said to him, 'Do you want us then to go and gather them up?' But he said, 1No, lest while you gather up the tares you also uproot the wheat with them. Let both grow together until the harvest, and at the time ofharvest I will say to the reapers, "First gather together the tares and bind them in bundles to bum them, but gather the wheat into my bam.'"" (Matthew 13: 24-30) Andhere is the explanation ofdie Wheat and die Tares that follows soon after: All these things Jesus spoke to the multitude in parables; and without a parable He did not speak to them, that it might be fulfilled which was spoken by the prophet saying: "1 will open my mouth in parables; I will utter things kept secret [since] the foundation ofthe world." 1 Minor corrections, necessary to reflect the Greek, are indicated by brackets. The source for the Greek text is the Nestle-Almond Novum Testamentum Graece. 100A Parable ofScandal Then Jesus sent the multitude away and went into the house (oikiari). And His... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Learning in Dramatic and Virtual Worlds:What Do Students Say About Complementarity and Future Directions?John O'Toole (bio) and Julie Dunn (bio)A top financial backer has arrived to determine which team of computer interaction designers has developed the most exciting and innovative proposal for the Everest component of the Virtually Impossible Computer Company's Conquerors of the World Series. Tension is high as the presentations begin, but this tension soon turns (...) to outright conflict as some proposals suggest George Mallory as the conqueror, and the financial backer will have none of him. The backer, it seems, has her own agenda and is determined to allow for only one view of history—the one that records Sir Edmund Hillary as a New Zealand hero and the only real conqueror of the tallest mountain on earth. The designers become more and more agitated until suddenly someone bangs their hand on the table and calls out, "Hang on... just because you've got the money doesn't mean... kids need to learn about both these men... they need to learn about history." With that the drama is cut by the teacher. The deep understandings about "history's purchased page" that can be generated when drama and computers are brought together for learning have been made explicit... but could these same outcomes have been achieved using just one of these approaches?IntroductionThe research explored within this article was generated as part of the Media Station, a project funded by the Australasian Collaborative Research Centre for Interaction Design (ACID), with an overall mission to investigate the potential of massively multiplayer online games for learning. This particular subproject, History's Purchased Page, saw researchers from interaction design [End Page 89] and drama education come together with a group of young learners to investigate their perceptions of the complementarity of computers and live classroom drama and to brainstorm future possibilities for applying computer-based technologies to drama-based learning. We sought to discover the following:• What do young learners say about how they experience and value learning in a context involving a combination of drama and computers?• What ideas do these young learners have about how future technologies might enrich the complementarity of this combination?As the drama researchers involved in this project, we had been experimenting with this perhaps slightly unusual combination for over a decade by incorporating computers into a number of our drama units within our primary textbook Pretending to Learn.1 Our goal in these experimentations had always been to enrich the classroom drama experience by taking advantage of the information capacity of the Internet and other computer-based resources, including databases. For example, we had used The First Fleet Database2 to support a drama unit where the learners take on the role of convicts arriving in Australia in 1788. We discovered that this material, combined with other documentation and historical materials available via the Internet, greatly enhanced not only the historical accuracy of the work but also the level of engagement experienced by the learners when in role. Therefore, we were very keen to extend this work by exploring new possibilities and were especially keen to develop a better understanding of what the learners made of this interactivity.In recent years the partnering of these two quite different approaches to learning has developed quite a research following, and a number of drama teachers and researchers have become interested in the complementarity of these ways of learning.3 At the same time, researchers and designers from the field of computer-assisted learning have also noted these connections. This goes back to the work of Brenda Laurel, who first drew attention to the intriguing links between computers and theatre in her now famous text Computers as Theatre.4 With the rapid growth of interactive learning tools such as 3-D immersive worlds, blogs, and online voice and text chat spaces, the opportunities for exploration of these connections have also grown, with each of these offering exciting new possibilities when used in conjunction with the highly interactive and engaging strategies of process drama.Process drama is a way of group learning, through whole-class improvised drama, with students (and sometimes the... (shrink)

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This chapter contains sections titled: The Science of Global Warming The Impacts of Global Warming Can We Believe the Evidence? International Agreement Required What Actions Can Be Taken?

Sir John Hicks is one of the most important and influential economists of the twentieth century. Awarded the Nobel Prize for economics in 1972, he has made contributions across a wide range of economic theory, writing some twenty books. Arguably the most important of these, _Value and Capital_, is seen as the roots of modern microeconomics and general equilibrium theory. Hicks possessed an unusual ability to synthesize the ideas of other economists – something that is evident in his invention (...) of the ‘IS-LM’ diagram to expound Keynes’ General Theory, and is perhaps what he is best known to present day economists for. This two volume set is the second collection on Hicks in this series and includes new assessments of his contributions, covering the last fifteen years. With a new introduction by the editor, this comprehensive and scholarly collection provides students and scholars immediate access to Sir John Hicks’ contributions. (shrink)

Sir John Hicks is one of the highest-regarded contemporary economists, and it is fitting that the new series of _Critical Assessments of Contemporary Economists_ should commence with his work. Awarded the Nobel Prize for Economics in 1972, Sir John Hicks’ work is extremely wide-ranging, with the list of topics reading almost like an agenda for the whole of modern economics: general equilibrium theory, welfare economics, problems of index numbers, trade cycles, wages and many others. He may, however, be (...) best known to present day economists for having introduced IS-LM curves, now a standard means of Keynesian analysis. A comprehensive, scholarly work, this four-volume set gives students of economics and economic thought immediate access to Sir John Hicks' contributions and shows how his work has been received and modified by others. (shrink)

John Locke, in addition to being a great philosopher, was a man of great erudition in other, and surprising, fields. He was also a great bibliophile. He acquired books in his Oxford days, during his period with Shaftesbury in London, while in exile in Holland and, above all, during the final years when he lived as the guest of Sir Francis and Lady Masham at Otes in Essex. About half his library was acquired during these final years of fame; (...) and it was only at this period that he was able to gather all his books, some 3,500 of them, into one place around him. The details and the vicissitudes of this development of Locke’s library are recorded in Peter Haslett’s graceful essay: ‘John Locke and his Books’. (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 was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. 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 (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. 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 December of 1899, Sir John Scott Burdon-Sanderson delivered an address to the Middlesex Hospital Medical Society in London on the relation between science and medicine. Commenting specifically on the future of medicine in the upcoming century, he criticized the gap between scientific research in academic settings and the practice of medicine in the clinical setting. He ends by stating that “all depends on whether you accept the proposition I have submitted to you—namely, that the science of medicine, even (...) more than the art, holds the promise of the future” (Burdon-Sanderson 1900, 255). Burdon-Sanderson’s proposition was actualized in the United States through the Flexner Report of 1910, which helped to universalize what medical education would come to look like in the country: the emphasis was placed squarely on science, rather than art (Flexner 1910). While there are still gaps between clinical practice and scientific research, there is no doubt that modern medicine is scientific medicine. There is also no doubt that scientific medicine leads to better health outcomes (Duffin 2010).However, some have argued that the emphasis of medicine as a science has left the art of medicine behind, to the detriment of modern medicine. Thomas Duffy, for instance, an internist at the Yale School of Medicine, states that the aftermath of the Flexner Report “created an excellence in science that was not balanced by a comparable excellence in clinical caring” (2011,276). Indeed, at the onset of our current century, many called for a reinvestment in the art of medicine so as to balance the emphasis on science (The Commonwealth Fund 2002; Committee on the Roles of Academic Health Centers in the 21 st Century 2003; Association of American Medical Colleges 2004). The burgeoning field of medical humanities—that is, the interdisciplinary field dedicated to demonstrating “how the arts and humanities inform and 2elevate the work of healing” (Campo 2005)—is evidence that such calls have been heard. While we surely want to celebrate scientific medicine, there are certain areas of medical practice where the art of medicine is as important, if not more important , as the science of medicine. We argue that one of those areas is the sphere of cancer care in which health professionals are asked not only to treat patients with cancer, but also to help them navigate through what is oftentimes one of the scariest, most vulnerable, and suffering-ridden times of their lives. Using concepts from the phenomenological tradition, we aim to provide philosophical clarity to situations in the medical setting in which health professionals must treat the whole person, rather than simply the person’s body, in order to provide proper patient care, thus highlighting an element of the art of medicine. We end by providing three principles that we think can help guide phenomenologically-informed cancer care. (shrink)

: In 1842, British astronomer Sir John Herschel wrote a letter to Carl Friedrich Gauss seeking his advice about how to make data collection more efficient on the Magnetic Crusade, a large-scale initiative to study the earth's magnetic field. Surprisingly, even though Gauss had managed a similar initiative, he refused to give Herschel the advice he wanted, claiming that he needed to see Herschel's results before he could reply. Taking this miscommunication as a point of departure, this article traces (...) the cause of this miscommunication to differences in how each scientist viewed scientific training and the communicability of different kinds of scientific knowledge. (shrink)

The term ‘social capital’ is a way of defining the intangible resources of community, shared values and trust upon which we draw in daily life. It has achieved considerable international currency across the social sciences through the very different work of Pierre Bourdieu in France and James Coleman and Robert Putnam in the United States, and has been widely taken up within politics and sociology as an explanation for the decline in social cohesion and community values in western societies. It (...) has also been adopted by policy makers, particularly in international governmental bodies such as the World Bank. (shrink)

A recent critique by Hughes and Tight argued that the 'Learning Society 'and related notions of productivity and change are 'myths'. In response, it is argued here that myth should not be confused with ideological distortion. The rhetorical dimension of current initiatives is a necessary feature of theoretical formulation, intended to influence public discussion and policy-making. The concepts of productivity and change are reconsidered in a wider historical dimension and the communitarian aspects of the project are shown to have a (...) more positive significance in the light of, for example, recent work by Beck and Giddens on 'reflexivity 'and 'risk'. It is acknowledged that faith in the application of technological solutions to societal learning challenges is frequently misplaced. But fear that the project's aims might be subverted by interests hostile to humane educational values is insufficient reason for such scepticism, which is too narrowly grounded and is misdirected. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Darwin Meets Literary TheoryEllen DissanayakeEvolution and Literary Theory, by Joseph Carroll; xi & 518 pp. Columbia: University of Missouri Press, 1995, $44.95.In my experience, most literary theorists, even those who participate in conferences called “Literature and Science,” know little about evolution, and don’t want to know. For them, “science” means information theory, chaos or catastrophe theory, fractals, pataphysics, “autopoeisis” or self-organization, emergence, cyborgs, hypertext, virtual signs and other aspects (...) of sci-fi, or techno-politics. (I encountered these subjects at a comparative literature conference I attended in March 1995.) These “scientific” positions are used as trendy metaphors for talking about chance, uncertainty, accident, ideology, and multidimensionality in literary works or in the aims of their authors. In other words, the buzzwords of contemporary science become one more angle from which to view or project another facet onto the glassy, self-reflective edifice of contemporary literary theory, rather than a means from which to shatter it and build again from scratch with more earthy, substantial materials. Joseph Carroll’s book provides the view and the means for this genuinely new and constructive (if initially destructive) possibility.It is ironic that in the present critical climate the very virtues of the book might be seen by some as faults—e.g., the lucid, elegant writing and the erudition and interdisciplinarity of the work as a whole. Carroll [End Page 229] writes clearly, authoritatively, without jargon, and with frequent, delicious wit. His values, aims, explanations, evidence, and criticisms are concisely and plainly stated. This is in marked contrast to the enigmatic and idiosyncratic nature of much recent criticism, and might have the initially disorienting effect of returning to earth and breathing pure oxygen after one has become accustomed to the thin and rarefied atmosphere of remote, icy peaks.Carroll offers wide-ranging and illuminating discussions of standard literary and critical works from both the European and Anglo-American tradition over the past several centuries, and refers to dozens of writers from diverse periods and nationalities. Additionally he enlists, and criticizes where appropriate, ideas from such diverse nonliterary figures as Darwin himself and writers about Darwin, T. H. Huxley, Konrad Lorenz, John Bowlby, Sir John Eccles, the prominent sociobiologists and evolutionary psychologists, S. J. Gould, Richard Lewontin, Derek Bickerton, Piaget, Karl Popper, Thomas Kuhn, Clifford Geertz, H. J. Eysenck, Cardinal Newman, Thorstein Veblen, Trotsky, Raymond Williams, and Richard Rorty, among others.One can be forgiven for wishing to forego an exploration of this demanding array of knowledge argued from the unfamiliar perspective of evolutionary biology. For in order seriously to consider Carroll’s new way of looking at human endeavor (including literature) one must also look critically at what was laboriously mastered during all those years of graduate school and tenure-driven writing for publication. No one wants to be persuaded to give up a view of the world that has been mastered with painstaking diligence. Still less does anyone want to spend time with something that according to conventional academic wisdom is downright wrong-headed. This is really the challenge of Carroll’s book—because such minor matters as the plain unfashionable title, clear writing, impressive erudition, and dated or forgotten thinkers can be overcome if the stakes are high enough.I wish to suggest that the stakes are high enough and that the time is right for this inevitable change of viewpoint. Along with others in diverse fields such as cognitive and developmental psychology, personality theory, neurology, medicine, sociology, political science, epistemology, cultural anthropology, ethics, and linguistics, I find the Darwinian perspective to offer the most comprehensive and viable possibility for an understanding of human behavior and culture, including the arts. Joseph Carroll admirably articulates this position and applies it to literary theory. I invite scholars who think that evolutionary explanations [End Page 230] are erroneous, dangerous, reductionist, simplistic, or irrelevant to read Carroll and deal seriously with his arguments. His book should be the central text for theory classes and seminars, as well as the subject of conferences. Those who would dismiss it should have the courage and curiosity to lay aside their misgivings and have a look. Especially those who are dissatisfied with the surfeit... (shrink)

Scholarship in education beyond school has developed largely outside university departments of education, and has rarely engaged systematically with the study of education in schools. The paper concentrates on three areas: adult education, higher education, and further education. The development of the extra-mural tradition meant that adult education was less an object of scholarly study than a means of spreading scholarship to the wider population, with important exceptions such as historical studies. Since the 1970s, the volume of research and postgraduate (...) education in adult education in British universities has grown considerably. The study of higher education was marginal until the 1960s; its subsequent development was relatively slow until the 1990s, when the quality of university teaching came under wider external scrutiny. The study of further education and vocational training is characterised by disciplinary fragmentation, with much activity taking place in departments of psychology, economics, sociology and management, as well as in those former polytechnics that specialised in training further education teachers. The rise of integrative concepts such as lifelong learning suggest greater potential for cross-disciplinary scholarship that can engage the diverse body of those interested in teaching and research about this field. (shrink)

Architectural experience and creation is studied through a selection of projects, each driven by an obsessive creator towards particular levels of architectural experience, both physical and virtual. The article investigates the processes of turning dreams into physical space, exemplified by four extraordinary creators and collectors of space, each one a pursuer of obsessive architectural activities, all haunted by transitive dreams: Baron Des Esseintes, Joris-Karl Huysmans’ fictional character in the novel À Rebours (Against Nature) from 1884; Kurt Schwitters, the dadaist painter (...) and constructor of the Merzbau created in Hannover between 1919 and 1937; Sir John Soane, the architect and collector, who arranged his home as a museum from 1790 until 1837; and the German artist Gregor Schneider, whose home in Rheydt since 1985 is slowly folding in on itself under the name Haus Ur. Whereas Des Esseintes is a fictional builder of dreams in physical form; Schwitters, Soane and Schneider are real builders of dreams in physical form - the author Huysmans is a real builder of dreams in fictional form. Three of the four selected projects introduce layers of hybrid existence into ordinary building shells, and one represents the virtual architecture of narrative space. Their creators are driving architectural space into different ontological states, providing a field of perceptional and representational problems. The architects of parallel realities are subsequently challenging our basic understanding of architectural organization, aesthetics and methods. This erratic field of subjective and obsessive architecture serves my purposes of investigating architectural imagination as the main asset of virtual space. (shrink)

This exploratory paper considers the concept of generation in the context of learning across the life course. Although researchers have often found considerable inequalities in participation by age, as well as strongly articulated attitudinal differences, there have so far been only a handful of studies that have explored these patterns through the perspective of generational formations. The paper is primarily conceptual, exploratory and reflective, setting out a number of approaches to the concept of generations, most of which derive largely from (...) debates with the ghost of Karl Mannheim; it then considers how these concepts of generation have been applied to understandings of educational inequalities in recent research in Germany and the Nordic nations. It then examines the dynamics of inter-generational relations in learning, drawing on research undertaken as part of the Teaching and Learning Research Programme. The paper argues that although inter-generational dynamics are a relatively neglected dimension of Anglophone research on life chances and learning, there is a strong case for understanding their dual roles in both inequality and cohesion. It concludes by outlining some themes and areas for further investigation in the future. (shrink)

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)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 63.3 (2002) 465-481 [Access article in PDF] The Physiology of Political Economy: Vitalism and Adam Smith's Wealth of Nations Catherine Packham The Scottish Enlightenment has been described as uniting a concern with the origins and foundations of knowledge with a preoccupation with the useful application of knowledge in schemes of practical improvement. 1 Adam Smith's Inquiry into the Nature and Causes of the (...) Wealth of Nations, which combines a theoretical account of political economy with specific proposals on politico-economic matters, might seem to exemplify such a characterization. For some commentators at the time of its publication, however, Smith's lack of practical experience in the field of trade disqualified any claims he might make to authoritative knowledge. Sir John Pringle, for instance, military surgeon and friend of Smith's, thought that a man "who had never been in trade could not be expected to write well on the subject"; and while Dr. Johnson repudiated this, suggesting that all that was necessary was "extensive views," Pringle's opinion was not unusual. 2 Such objections, interrogating the very basis of Smith's expertise, reiterate, in the context of his work, the same kinds of questions regarding knowledge's provenance which preoccupied his age, and which were indeed addressed by Smith himself. Smith's own account of the formation of philosophical knowledge rests not on the authority of experience but on the role of the imagination; he understood systematic knowledge as an imaginative "machine" or work of fancy created to please and soothe a mind disturbed by phenomena which are observed but unexplained. 3 Smith's account of philosophical [End Page 465] knowledge, in which he would include his own Wealth of Nations, suggests that his own expertise should be judged not on the extent of his personal experience of the matters discussed but on the explanatory power and pleasurable nature of the system which he outlines. With its emphasis on the work of the philosophical imagination, his account also suggests that some of the sources for that system might be somewhat unexpected, a suggestion which this paper will pursue.Such questions concerning the genesis and formation of the new discourse of political economy instituted by Wealth of Nations have recurred in our own time, informing some of the more illuminating of recent work on Smith. Rejecting a tradition which assesses the significance of Wealth of Nations in terms of its anticipation of modern economic analysis, revisionist historians of political and economic thought have, since the late 1970s, offered more contextualist accounts of the work, tracing the relations between Smith's moral and economic philosophy and the contemporary discourses of natural jurisprudence and civic humanism. Other commentators have borrowed from literary scholarship to examine the textual and discursive conventions through which Smith's writings construct and sustain their meanings. 4 Such work has given a new emphasis to the textual and discursive nature of Smith's work as a means to understand its derivation, sources, and influences; it has replaced an older perception of Smith as inspired prophet-founder of the new political economy with an effort to interpret his work in the context of other, adjacent and contemporary forms of inquiry. Collectively, such work highlights the varied and disparate discourses which informed Smith's thinking on economic and other matters and seeks to understand how the complex and diverse forms of interaction with and assimilation of aspects of these philosophical and other discourses may have contributed to the formation of Smith's work—and hence, must also figure in our own attempts to read it.This paper, by exploring a strand of physiological language and imagery which runs through Wealth of Nations and considering it in the context of new developments in Scottish physiological research in the middle decades of the eighteenth century, also seeks to understand Smith's work by examining its relations with contemporary philosophical discourse. Where other recent accounts of Wealth of Nations have reassessed its relationship with moral, political and legal discourses, it will... (shrink)

Knowledge and Lotteries is organized around an epistemological puzzle: in many cases, we seem consistently inclined to deny that we know a certain class of propositions, while crediting ourselves with knowledge of propositions that imply them. In its starkest form, the puzzle is this: we do not think we know that a given lottery ticket will be a loser, yet we normally count ourselves as knowing all sorts of ordinary things that entail that its holder will not suddenly acquire a (...) large fortune. After providing a number of specific and general characterizations of the puzzle, Hawthorne carefully examines the competing merits of candidate solutions. In so doing, he explores a number of central questions concerning the nature and importance of knowledge, including the relationship of knowledge to assertion and practical reasoning, the status of epistemic closure principles, the merits of various brands of scepticism, the prospects for a contextualist account of knowledge, and the potential for other sorts of salience-sensitive accounts. Along the way, he offers a careful treatment of pertinent issues at the foundations of semantics. His book will be of interest to anyone working in the field of epistemology, as well as to philosophers of language. (shrink)

Former Chief Justice of the King's Bench Sir John Fortescue (c.1395-c.1477) was a key Lancastrian figure. In the first half of the 1470s he presented the Yorkist King Edward IV with his work, The Governance of England. Many scholars have analysed this work as part of the so-called 'English tradition' of constitutional and political theory and as representative of the age of the Wars of the Roses. Only rarely did they contextualize the Governance within the framework of parliamentary politics. (...) As shown in this article, Fortescue in the Governance was both warning the Yorkist regime against dangers to its legitimacy and offering means of resolving these dangers. In all of these concerns Fortescue was in tune with parliamentary politics, where similar concerns were manifest. One of the means through which Fortescue was offering to alleviate the danger of imminent corruption of the constitutional regime in England was through his own legal prestige. (shrink)

This book surveys and examines the most famous philosophical arguments against building a machine with human-level intelligence. From claims and counter-claims about the ability to implement consciousness, rationality, and meaning, to arguments about cognitive architecture, the book presents a vivid history of the clash between the philosophy and AI. Tellingly, the AI Wars are mostly quiet now. Explaining this crucial fact opens new paths to understanding the current resurgence AI (especially, deep learning AI and robotics), what happens when philosophy meets (...) science, and the role of philosophy in the culture in which it is embedded. -/- Organising the arguments into four core topics - 'Is AI possible', 'Architectures of the Mind', 'Mental Semantics and Mental Symbols' and 'Rationality and Creativity' - this book shows the debate that played out between the philosophers on both sides of the question, and, as well, the debate between philosophers and AI scientists and engineers building AI systems. Up-to-date and forward-looking, the book is packed with fresh insights and supporting material, including: -/- - Accessible introductions to each war, explaining the background behind the main arguments against AI - Each chapter details what happened in the AI wars, the legacy of the attacks, and what new controversies are on the horizon. - Extensive bibliography of key readings. (shrink)

SummaryThe medical career of Sir John Colbatch illuminates some of the ways in which experimental philosophy, social change, and medical entrepreneurialism together helped bring about the end of the old medical regime in England. Colbatch's career in Augustan England depended very much on a growing public culture in which the well-to-do decided matters of intellectual importance for themselves, becoming increasingly free not only from the clerics but from the physicians. In this new world, debates about the fundamental principles of (...) the new science took place increasingly in public, and in the English language, without the learned men of the university being able to enforce their authority. It gave people like Colbatch a new opportunity to make their way into the medical establishment. (shrink)

One of the most dramatic advances in the physical sciences during the nineteenth century was the emergence of spectroscopy. It rapidly became an invaluable experimental technique for chemists and astronomers, while for physicists it opened a window upon the world of sub-atomic phenomena. Sir John Herschel played an important part, the value of which has sometimes been underestimated, in the early development of spectroscopy. This paper examines his contribution to the subject during the period 1819–61 in the light of (...) his publications and of certain manuscript material preserved in the Royal Society's Library. Herschel corresponded with most of the scientists who did important work in spectroscopy during his lifetime, and he expressed definite opinions on most of the practical and theoretical problems that arose in it; however, the present study cannot pretend to offer a complete discussion of all aspects of the early history of spectroscopy. (shrink)

There are a bewildering variety of claims connecting Darwin to nineteenth-century philosophy of science—including to Herschel, Whewell, Lyell, German Romanticism, Comte, and others. I argue here that Herschel’s influence on Darwin is undeniable. The form of this influence, however, is often misunderstood. Darwin was not merely taking the concept of “analogy” from Herschel, nor was he combining such an analogy with a consilience as argued for by Whewell. On the contrary, Darwin’s Origin is written in precisely the manner that one (...) would expect were Darwin attempting to model his work on the precepts found in Herschel’s Preliminary Discourse on Natural Science. While Hodge has worked out a careful interpretation of both Darwin and Herschel, drawing similar conclusions, his interpretation misreads Herschel’s use of the vera causa principle and the verification of hypotheses. The new reading that I present here resolves this trouble, combining Hodge’s careful treatment of the structure of the Origin with a more cautious understanding of Herschel’s philosophy of science. This interpretation lets us understand why Darwin laid out the Origin in the way that he did and also why Herschel so strongly disagreed, including in Herschel’s heretofore unanalyzed marginalia in his copy of Darwin’s book. (shrink)

Successful scientists pick out one philosopher as having articulated the rationality of what they do as scientists. He is Sir Karl Popper FRS. But Popper's ideas play no part in contemporary philosophy. As Popper has said "Here I am being showered with honours as no professional philosopher before me; yet three generations of professional philosophers know nothing about my work" (Bartley, 1982). How did this situation arise? I suggest, because philosophers use a false analogy to model the nature of authority (...) held by ideas. It causes them to find intellectual problems where there are none and ignore achievements where they exist. (shrink)