The aim of this book is to give an account of Einstein's work without introducing anything very technical in the way of mathematics, physics, or philosophy.

Machine generated contents note: General editor's preface; Editorial notes and references; Introduction; Notes on text and translation; Chronology; Bibliography; Part I. On the Fourfold Root of the Principle of Sufficient Reason: 1. Introduction; 2. Survey of what is most important in previous teachings about the principle of sufficient reason; 3. Inadequacy of previous accounts and sketch of a new one; 4. On the first class of objects for the subject and the form of the principle of sufficient reason governing in (...) it; 5. On the second class of objects for the subject and the form of the principle of sufficient reason governing in it; 6. On the third class of objects for the subject and the form of the principle of sufficient reason governing in it; 7. On the fourth class of objects for the subject and the form of the principle of sufficient reason governing in it; 8. General remarks and results; Variants in different editions; Collation of the two editions; Part II. On Vision and Colours: 9. On vision; 10. On colours; Variants in different editions; Part III. On Will in Nature: 11. Introduction; 12. Physiology and pathology; 13. Comparative anatomy; 14. Plant physiology; 15. Physical astronomy; 16. Linguistics; 17. Animal magnetism and magic; 18. Sinology; Reference to ethics; Conclusion; Variants in different editions; Glossary of names; Index. (shrink)

An extraordinary history of humanity's changing vision of the universe. In this masterly synthesis, Arthur Koestler cuts through the sterile distinction between 'sciences' and 'humanities' to bring to life the whole history of cosmology from the Babylonians to Newton. He shows how the tragic split between science and religion arose and how, in particular, the modern world-view replaced the medieval world-view in the scientific revolution of the seventeenth century. He also provides vivid and judicious pen-portraits of a string of (...) great scientists and makes clear the role that political bias and unconscious prejudice played in their creativity. (shrink)

A central problem for any truthmaker theory is the problem of negative truths. In this paper, I develop a novel, piecemeal strategy for solving this problem. The strategy puts central focus on a truth-relevant notion of aboutness within a metaphysically modest version of truthmaker theory and uses key conceptual tools gained by taking a deeper look at the best attempts to solve the problem of intentionality. I begin this task by critically discussing past proposed solutions to P-NEG in light of (...) Russell’s debate with Demos. This reveals a central difficulty with addressing the problem, specifically that one cannot be committed to incompatibility facts in one’s account of negation and of the truth of negative truths. I then present an aboutness-based version of truthmaker theory. Utilising what I call the strict and full account of aboutness, I extract aboutness-based theories of truth and falsity. I use this machinery to present a promising new strategy for solving P-NEG which does not have the problems of alternative approaches. Finally, I present and respond to some potential objections. (shrink)

The Cellular Basis of Consciousness theory places the first appearance of sentience at the emergence of life. It makes the radical, and previously unexplored, claim that prokaryotes, like bacteria, possess a primitive form of consciousness. The implications of the theory for the philosophy of mind, cell-biology, and cognitive neurosciences are explored.

There has been across the world a resurgence of interest in ‘values education’ at school education, research and policy levels. In Australia the Australian Values Education projects led to the government initiating a number of large scale curriculum developments and resources projects as part of its expressed policy to introduce values education programmes in all schools. UNESCO has its own values education programme, entitled Living Values that functions in 84 countries. In the United Kingdom, the introduction of the National Curriculum (...) in England has led to a major effort to develop what is variously described as a ‘moral’ or ‘ethical’ perspective. In England, the education of the moral child has been both an underpinning aspiration of the National Curriculum and a focus of particular curricular subjects, most notably citizenship education. The purpose of this book is to make a contribution to this emerging field, and to do so in two ways. First, it presents a substantial body of empirical evidence, the results of the largest UK study to date of what parents, pupils and teachers are thinking and doing in the area of moral education and, more specifically, ‘character education’. Second, it seeks to elucidate more clearly what those involved in the debate mean by the terms used. The terms used in relation to moral and character education are not fixed, and are sometimes used apparently in different senses, by different contributors, and for different purposes. As a result of these two features, the present work offers some suggestions about possible ways forward in developing concrete proposals for moral education, in particular in identifying an appropriate language that can be used by practitioners in situations ‘on the ground’. (shrink)

Because statements like ‘This object is soluble in aqua regia’ involve the causal modalities, we call them causal dispositional statements. Now while this involvement has long been recognized, no thorough examination of its exact nature has ever been made. One purpose of this paper is to begin such an examination. In Sec. 2 we will suggest an analysis of causal dispositional statements, and in Sec. 3 we will discuss some philosophic issues to which this analysis is relevant.

Excerpt from Relativity The four chapters which follow are four lectures delivered before the Edinburgh Mathematical Colloquium on the subject of Relativity. As many of the audience had their chief interests in other branches of mathematical science, it was necessary to start ab initio. The best method appeared to be to treat the subject in the historical order; I have brought it down to the stage in which it was left by Minkowski. If I have stimulated any of my audience (...) to pursue the matter further, I shall be amply repaid for any trouble that I have taken. I wish to express my thanks to the Edinburgh Mathematical Society for the honour that they have conferred on me in inviting me to give these lectures. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

Dieses Buch ist kein eigentliches Lehrbuch; es will dem Leset" weniger einen Begriff yom Inhalt als yom Geist der modcrnen Physik vermitteln und ihn von der Angemessenheit einer Denk­ weise iiberzeugen, die in ihrer auf das auBerste getriebenen Sach­ lichkeit ihn zunachst befremden muB. Es gibt sehr bekannte und ausgezeichnete Biichc'r (von E d din g ton, J e a n s, deB r 0 g lie und J 0 r dan), die in derselben Absicht geschrieben wurden, so daB cine (...) neue Darstellung sich nur rechtfertigen laBt, wenn sie nicht einfach wiederholt, was bereits eindringlich genug gesagt worden ist, sondern zum Thema etwas Neues vorzubringen hat. Dieses Neue liegt fur das vorliegende Buch nicht sosehr in seiner grundsatzlichen Einstellung, die sich von der J 0 r dan s kaum unterscheidet, als im Versuch, die fur die neue Physik entscheidcn­ den Ideen unter Verzicht auf jede Mathematik so Zu entwickeln, daB auch der Nichtfachmann sich uber sie ein klares Urteil zu bilden vermag und sie nicht einfach auf guten Glauben hinnehmen muB. Es war dazu notwendig, ihre Leistungsfahigkeit gerade an solchen Phanomencn aufzuzeigen, deren Deutung man bisher ihrer Schwierigkcit wegen vor Nichtphysikern nicht mit Nutzen be­ sprechen Zu konnen glaubte. (shrink)

Excerpt from Leçons de Morale Fausses conceptions que l'on a du droit, de la justice et du devoir. La vraie définition du droit, de la justice et du devoir, c'est la morale qui la fournit. Elle seule peut endiguer le flot sans cesse menaçant des doctrines qui sous le couvert d'ordre et de prospérité sont les pires ennemis de la paix et de la tranquilité des nations. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. (...) Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

Companies often benefit from others’ attributions of moral conviction for prosocial behavior, for example, attributions that a company has a sincere moral desire to improve the environment when behaving sustainably. Across four studies, we explored how organizations’ changing resource positions influenced people’s attributions for the motivations underlying prosocial organizational behaviors. Observers attributed less moral conviction following prosocial behavior when they believed an organization was losing economic resources. This effect was primarily a “penalty” assessed against organizations that were losing resources, as (...) opposed to a “reward” given to organizations gaining resources. Finally, we found that this effect occurred because people perceive organizations that are losing resources as more situationally constrained, leading them to attribute less dispositional moral conviction. We discuss theoretical and practical implications stemming from how changes in resource access can lead people to be more skeptical of organizations’ motivations following prosocial behavior. (shrink)

Two of the most potent challenges faced by scientific realism are the underdetermination of theories by data, and the pessimistic induction based on theories previously held to be true, but subsequently acknowledged as false. Recently, Stanford (2006, Exceeding our grasp: Science, history, and the problem of unconceived alternatives. Oxford: Oxford University Press) has formulated what he calls the problem of unconceived alternatives: a version of the underdetermination thesis combined with a historical argument of the same form as the pessimistic induction. (...) In this paper, I contend that while Stanford does present a novel antirealist argument, a successful response to the pessimistic induction would likewise defuse the problem of unconceived alternatives, and that a more selective and sophisticated realism than that which he allows is arguably immune to both concerns. (shrink)

Excerpt from Kants Naturphilosophie als Grundlage Seines Systems Die vorliegende Arbeit uber die kantische Naturphilosophie war ursprunglich in Aussicht genommen als erstes Kapitel einer Darstellung der deutschen Naturphilosophie seit Kam. Der Grund, warum sie zu einem selbstandigen Werke angeschwollen ist, liegt darin, weil ich bei genauerem Studium des Philosophen fand, man habe das naturphilosophische Element in den Schriften Kants bisher bei weitem unterschatzt und insbesondere seinen Bemuhungen um eine dynamische Theorie der Materie lange nicht diejenige Bedeutung zugeschrieben, die ihnen sowohl (...) in Hinsicht auf die Richtung, welche die kantische Gedankenentwickelung genommen hat, wie fur die eigentumliche Ausbildung dieser Gedanken im Einzelnen thatsachlich beizumessen ist. Man hat den Philosophen nach seiner theoretischen Seite fast lediglich als den Begrunder der modernen Erkenntnistheorie gewurdigt und dabei ubersehen, wie seine ganze Erkenntnistheorie aus naturphilosophischen Erwagungen hervorgegangen und oft in den wichtigsten Punkten von ihnen bestimmt worden ist. Die vorliegende Arbeit schopft nun bei der Hochflut der philosophischen Litteratur, die sich mit Kant beschaftigt, ihre Daseinsberechtigung vor allem daraus, dafs sie die gesamte theoretische Philosophie Kants unter dem Gesichtspunkte der Naturphilosophie betrachtet. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.". (shrink)

The research project described in this report represents one of the most extensive studies of character education ever undertaken, including over 10,000 students and 255 teachers in schools across England, Scotland, Northern Ireland and Wales. Research techniques consisted of a mixture of surveys, moral dilemmas and semi-structured interviews. This report explores: - The current situation in character education, both in the UK and internationally - How developed British students are with respect to moral character and the extent to which they (...) are able to understand and apply moral virtues, especially those aged 14 and 15 - How teachers in the UK understand their role in terms of students’ moral and character development - What helps or hinders the development of children’s characters according to teachers in UK schools. (shrink)

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing in (...) Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

Examines ethics as a discipline from which knowledge may be derived, which offers guidance for practical understanding and moral decision making, and which underlies methods of effecting such moral decisions.