Background. The events of 9/11 and the October 2002 National Intelligence Estimate on Iraq's Continuing Programs for Weapons of Mass Destruction precipitated fundamental changes within the US Intelligence Community. As part of the reform, analytic tradecraft standards were revised and codified into a policy document – Intelligence Community Directive (ICD) 203 – and an analytic ombudsman was appointed in the newly created Office for the Director of National Intelligence to ensure compliance across the intelligence community. In this paper we investigate (...) the untested assumption that the ICD203 criteria can facilitate reliable evaluations of analytic products. Method. Fifteen independent raters used a rubric based on the ICD203 criteria to assess the quality of reasoning of 64 analytical reports generated in response to hypothetical intelligence problems. We calculated the intra-class correlation coefficients for single and group-aggregated assessments. Results. Despite general training and rater calibration, the reliability of individual assessments was poor. However, aggregate ratings showed good to excellent reliability. Conclusions. Given that real problems will be more difficult and complex than our hypothetical case studies, we advise that groups of at least three raters are required to obtain reliable quality control procedures for intelligence products. Our study sets limits on assessment reliability and provides a basis for further evaluation of the predictive validity of intelligence reports generated in compliance with the tradecraft standards. (shrink)

Computer users are often the last line of defense in computer security. However, with repeated exposures to system messages and computer security warnings, neural and behavioral responses show evidence of habituation. Habituation has been demonstrated at a neural level as repetition suppression where responses are attenuated with subsequent repetitions. In the brain, repetition suppression to visual stimuli has been demonstrated in multiple cortical areas, including the occipital lobe and medial temporal lobe. Prior research into the repetition suppression effect has generally (...) focused on a single repetition and has not examined the pattern of signal suppression with repeated exposures. We used complex, everyday stimuli, in the form of images of computer programs or security warning messages, to examine the repetition suppression effect across repeated exposures. The use of computer warnings as stimuli also allowed us to examine the activation of learned fearful stimuli. We observed widespread linear decreases in activation with repeated exposures, suggesting that repetition suppression continues after the first repetition. Further, we found greater activation for warning messages compared to neutral images in the anterior insula, pre-supplemental motor area, and inferior frontal gyrus, suggesting differential processing of security warning messages. However, the repetition suppression effect was similar in these regions for both warning messages and neutral images. Additionally, we observed an increase of activation in the default mode network with repeated exposures, suggestive of increased mind wandering with continuing habituation. (shrink)

:Empirical work has shown that patients and physicians have markedly divergent understandings of treatability statements in the context of serious illness. Patients often understand treatability statements as conveying good news for prognosis and quality of life. In contrast, physicians often do not intend treatability statements to convey improvement in prognosis or quality of life, but merely that a treatment is available. Similarly, patients often understand treatability statements as conveying encouragement to hope and pursue further treatment, though this may not be (...) intended by physicians. This radical divergence in understandings may lead to severe miscommunication. This paper seeks to better understand this divergence through linguistic theory—in particular, H.P. Grice’s notion of conversational implicature. This theoretical approach reveals three levels of meaning of treatability statements: the literal meaning, the physician’s intended meaning, and the patient’s received meaning. The divergence between the physician’s intended meaning and the patient’s received meaning can be understood to arise from the lack of shared experience between physicians and patients, and the differing assumptions that each party makes about conversations. This divergence in meaning raises new and largely unidentified challenges to informed consent and shared decision making in the context of serious illness, which indicates a need for further empirical research in this area. (shrink)

In their target article, Millum and Bromwich situate their article against a backdrop of well-documented empirical research demonstrating that many participants have variable and often poor...

Public health ethics, like the field of public health it addresses, traditionally has focused more on practice and particular cases than on theory, with the result that some concepts, methods, and boundaries remain largely undefined. This paper attempts to provide a rough conceptual map of the terrain of public health ethics. We begin by briefly defining public health and identifying general features of the field that are particularly relevant for a discussion of public health ethics.Public health is primarily concerned with (...) the health of the entire population, rather than the health of individuals. Its features include an emphasis on the promotion of health and the prevention of disease and disability; the collection and use of epidemiological data, population surveillance, and other forms of empirical quantitative assessment; a recognition of the multidimensional nature of the determinants of health; and a focus on the complex interactions of many factors—biological, behavioral, social, and environmental—in developing effective interventions. (shrink)

Through examining practices of torture, extra-judicial assassination, and first person accounts of soldiers on the ground, Bonnie Mann develops a new theory of gender.

Genomic research results and incidental findings with health implications for a research participant are of potential interest not only to the participant, but also to the participant's family. Yet investigators lack guidance on return of results to relatives, including after the participant's death. In this paper, a national working group offers consensus analysis and recommendations, including an ethical framework to guide investigators in managing this challenging issue, before and after the participant's death.

We examined participants' reading and recall of informed consent documents presented via paper or computer. Within each presentation medium, we presented the document as a continuous or paginated document to simulate common computer and paper presentation formats. Participants took slightly longer to read paginated and computer informed consent documents and recalled slightly more information from the paginated documents. We concluded that obtaining informed consent online is not substantially different than obtaining it via paper presentation. We also provide suggestions for improving (...) informed consent-in both face-to-face and online experiments. (shrink)

We report the identification of a recurrent, 520-kb 16p12.1 microdeletion associated with childhood developmental delay. The microdeletion was detected in 20 of 11,873 cases compared with 2 of 8,540 controls and replicated in a second series of 22 of 9,254 cases compared with 6 of 6,299 controls. Most deletions were inherited, with carrier parents likely to manifest neuropsychiatric phenotypes compared to non-carrier parents. Probands were more likely to carry an additional large copy-number variant when compared to matched controls. The clinical (...) features of individuals with two mutations were distinct from and/or more severe than those of individuals carrying only the co-occurring mutation. Our data support a two-hit model in which the 16p12.1 microdeletion both predisposes to neuropsychiatric phenotypes as a single event and exacerbates neurodevelopmental phenotypes in association with other large deletions or duplications. Analysis of other microdeletions with variable expressivity indicates that this two-hit model might be more generally applicable to neuropsychiatric disease. © 2010 Nature America, Inc. All rights reserved. (shrink)

Returning genomic research results to family members raises complex questions. Genomic research on life-limiting conditions such as cancer, and research involving storage and reanalysis of data and specimens long into the future, makes these questions pressing. This author group, funded by an NIH grant, published consensus recommendations presenting a framework. This follow-up paper offers concrete guidance and tools for implementation. The group collected and analyzed relevant documents and guidance, including tools from the Clinical Sequencing Exploratory Research Consortium. The authors then (...) negotiated a consensus toolkit of processes and documents. That toolkit offers sample consent and notification documents plus decision flow-charts to address return of results to family of living and deceased participants, in adult and pediatric research. Core concerns are eliciting participant preferences on sharing results with family and on choice of a representative to make decisions about sharing after participant death. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Thinking Musically, and: Teaching Music GloballyJames AckmanBonnie C. Wade, Thinking Musically ( Oxford University Press: New York, 2004)and Patricia Shehan Campbell, Teaching Music Globally ( Oxford University Press: New York, 2004).Thinking Musically and Teaching Music Globally, the first two volumes in The Global Music Series, for which Wade and Shehan are general editors, offer concisely stated themes that permeate their texts and the authors' extensive use of cross-referencing (...) provides music educators at all levels the resources to achieve their educational and musical goals.Thinking Musically begins with Bonnie Wade's statement of the purposes of the book, which are to offer "a basis for the contrast and comparison of diverse 'musics,'" "provide a set of unifying topics that recur in multiple case studies," and "frame and complement a series of cases studies in The Global Music Series."1 Wade states unequivocally that Thinking Musically is ultimately a study of musical practices and ideas from around the world and that at its core, Thinking Musically "is a teaching book."2 A unifying theme throughout the volume is the view of how people constantly make music meaningful in their lives, including how music functions within a social group or particular society.3Thinking Musically includes a fifty-nine track CD containing musical examples that are designed for inclusion in the lessons and projects outlined in the [End Page 81] series. These provide aural illustrations of the topics discussed in each chapter. Activities include musical examples chosen by students which relate to the topic. The first chapter, "Thinking About Music," is based upon the concept of furthering students' awareness of musics beyond their everyday comfort level. Wade states that music is a process and not simply a method of organized sounds or compositions,4 and discusses music in terms of sound, values, and aesthetics.A striking aspect of this chapter is Wade's in-depth discussion of the contextual meaning of music within various cultures. Using such exotic examples as Central Javanese gamelan and a Navajo work song,5 she explores the rich variety of aural experiences available to students. The suggested activities exhibit Wade's understanding of educational philosophy and her awareness of what educators require in structuring appropriate musical experiences for their students.In Chapter 2, "Thinking About Instruments," Wade examines the roles of musical within a particular society and the topic of cultural diffusion.6 A succession of examples of instruments and musicians emphasizes her point that music has historically been interwoven with culture and society. Suggested activities include identifying extra musical links with instruments7 as a method of increasing students' awareness of music in daily life events, "the nature of the musical roles (of) musicians," and the meaning of musical terms (for example, soloist, accompanist) within the context of culture. Examples are drawn from the familiar, such as "New Orleans front-line," and the exotic, a North Indian singer.8Chapters 3–5 ("Thinking About Time," "Thinking About Pitch," and "Thinking About Structure") are devoted to the basic elements of music. Musical time is explored through its origins and function within specific cultures. Again, Wade uses an assortment of musical examples drawn from throughout the world in order to emphasize her points.Both the strongest and weakest aspects of the author's presentation style are on display in these three chapters. Wade has included an abundance of detailed suggested activities pertaining to various rhythmic concepts, such as Southeast Asian colotomic structure and Korean changdan, replete with detailed charts for presenting the material. Yet the amount of detail included borders on minutiae and the resulting format risks information overload for both teacher and student. A separate activities booklet might help reduce some of the clutter and also allow teachers to select more easily the concepts and activities they would like to use for a particular class session or unit.In chapter 6, "Thinking about Issues," Wade examines some arguably contentious topics that impact contemporary music education, including acculturation, gender, and "global versus local,"9 where her pithy assertions are eloquently presented. Student activities are designed to demonstrate the interconnectedness of musics among nations and communities as well as authenticity in their own cultures.10... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Antigone-Effect and the Oedipal CurseToward a Promiscuous NatalityBonnie HonigMen, though they must die, are not born in order to die but in order to begin.—Hannah Arendt, The Human ConditionIn Judith Butler’s book Antigone’s Claim, “promiscuous obedience” is the proposed response to a world constituted by “unwritten laws, aberrant transmissions” (Butler 2000). The worldly condition of “unwritten laws, aberrant transmissions” names an aspect of Antigone’s situation unmentioned by Sina (...) Kramer in her essay on Butler’s New Humanism: the curse. Antigone mourns and desires under the sign of a curse that consigns her forever to a desire that will be unrequited, and a mourning that will never achieve what we now call closure.What is the curse identified by Butler? In Oedipus at Colonus, Oedipus says to his daughters (speaking about himself), “From none did you have love more than from this man, without whom you will now spend the remainder of your life” (Trans. H. Lloyd-Jones 1994, 1617–19, qtd. in Butler 2000, 60). It certainly sounds like a curse! But what sort of a curse? 1Focusing on Antigone, Butler says Oedipus’s “words... demand that for all time she have no man except for the man who is dead... this is a demand, [End Page 41] a curse, made by Oedipus, who positions himself as her only one” (60). But what Butler calls the curse is actually, or at least also, Oedipus’s statement of gratitude and debt. If Oedipus places himself in a relationship of exclusivity with his daughters, he does so because of the singularity of his debt to them at the time of his death. Here is the longer passage (from a different translation): “My children, on this day your father no longer exists. Now I have perished utterly, and no longer will you bear the burden of tending me, which was no light one, I well know, my children. Yet just one word turns all those toils to nothing, you have been treated as friends by no one more than by this man; and now you will have me with you no longer, through all your days to come” (Trans. R. C. Jebb 1889, 1612–19).2Although Oedipus seems to gift his daughters with freedom when he claims that “no longer will [they] bear the burden of tending” to their father, he also tethers his daughters to himself forever when he says his gratitude to his daughters is so immense that no one will ever love them like he does: they have been, and likely will always be, loved best and most (“treated as friends”) “by no one more than by this man,” their dead father, for all their “days to come” (in the R. C. Jebb translation) or for “the remainder of your life” (in the H. Lloyd-Jones translation). Whether as a statement of love or friendship (the translations vary), the speech both thanks and curses, pressing on us awareness of the intimate closeness of those two speech acts in a way that recalls Derrida’s analysis of the undecidability of the gift (Derrida 1995, 97).For Butler, the speech is a cursed command that Antigone should never love another as much as she loves her father. “His words... demand that for all time she have no man except for the man who is dead, and though this is a demand, a curse, made by Oedipus, who positions himself as her only one, it is clear that she both honors and disobeys this curse as she displaces her life for her father onto her brother” (60). But Oedipus says something a bit different: no one will ever love Antigone as much as he now does. On the one reading he dooms her to be forever unloving; on the other, unlovable or, simply, unloved.Antigone will love, however, and so, since Butler assumes the curse is that Antigone should not love, Butler sees Antigone’s love for her dead brother as a way to both carry and transgress the curse under which she operates. Loving a dead man is Antigone’s promiscuously obedient way to obey and subvert... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Christian’s Appreciation of the BuddhaBonnie ThurstonEs gibt, so glaube ich, in der Tat jenes Ding nicht, das wir >Lernen< nennen.—Hermann Hesse, SiddharthaI must warn you at the beginning that what follows is an embarrassingly personal reflection—a confession even—and not a scholarly essay. I cannot be dispassionate about the Buddha, to whom in a roundabout way I owe both my status as an ordained Christian minister and perhaps the (...) greatest joy of my life, the study and practice of the Christian scripture. How? In February 1970 I was given a copy of Hesse’s novel Siddhartha, a fictionalized account of the Buddha’s life. Already an active Christian, it was this gift, received my senior year in high school, that introduced me to Buddhism and to the reality of spiritual journey and the possibility of enlightenment. While I know the Buddhist meaning of that term, it serves for Christians as well, because our God could not leave us in darkness but made light the first creature (Gen. 1:1–5) and came among us as light (John 1:1–5). 1 When in the fall of 1970 my brother traveled to Japan, the memento I requested was a small statue of the Buddha. It is beside me as I write. In 1983 when we moved to Germany, the second book I bought in German was Siddhartha; the first was the New Testament.Over the years I have had the opportunity to continue to study the life of the Buddha and the spread and development of his teachings. By the Buddha, of course, I mean Sakyamuni (“sage of the Sakyas”) Buddha (“enlightened one”), son of Suddhodana and Maya, whom they called Siddhartha (“wish fulfilled” or “goal realized”) and whom we also know as Gotama or Gautama (literally “superior cow”), whose dates are given variously as 560–480 B.C. or 460–380 B.C. 2 I am appreciative of what I have learned—applying the root meaning of that word, appretiare: “to see” or “to appraise.” The Buddha has helped me to see and to appraise or evaluate many aspects of life. The appreciation that follows, then, is both a grateful recognition as of benefits received and a sensitive awareness or an estimate. I have tried both to view the Buddha clearly and to appraise what he has meant in my life. In essence, Buddhism and the Buddha have been for me the means of establishing a personal, internal religious clarity about what I do believe, passionately. In a deeply Buddhist sense, the Buddha has been my raft. But he has not been my Savior.There is, as Tillich noted in Christianity and the Encounter with World Religions, a point “in the depth of every living religion... at which the religion itself loses its importance, and that to which it points breaks through its particularity.” 3 It has [End Page 121] helped me to understand religions as fingers and the Divine Reality as the moon to which they point. And I am convinced that Tillich’s breakthrough point is usually reached by means of deep penetration into one religious tradition. Jacques-Albert Cuttat was exactly correct: “The more deeply a person probes into his own religious faith, the more he is able to understand the religious faith of others from the inside; conversely, the more a person explores religious connections other than his own, the more he deepens his understanding of his own religion.” 4 This has been my experience. Dialogue with the Buddha has given me great clarity about the Christ. And the study and practice of Christianity has afforded me my glimpses of the moon.What, then, do I appreciate about the Buddha? What have I learned from him? To help focus my answer, I read or reread a number of different accounts of his life 5 and noted six specific aspects of his life and teaching (his quest itself; his powers of analysis; his pragmatism; his moral vision; his compassion; and the outcome of living, his ‘way’) that have attracted and taught me.First, I am appreciative of the Buddha’s quest itself. To put it simply, according to the accounts... (shrink)

Stem cell biology and systems biology are two prominent new approaches to studying cell development. In stem cell biology, the predominant method is experimental manipulation of concrete cells and tissues. Systems biology, in contrast, emphasizes mathematical modeling of cellular systems. For scientists and philosophers interested in development, an important question arises: how should the two approaches relate? This essay proposes an answer, using the model of Waddington’s landscape to triangulate between stem cell and systems approaches. This simple abstract model represents (...) development as an undulating surface of hills and valleys. Originally constructed by C. H. Waddington to visually explicate an integrated theory of genetics, development and evolution, the landscape model can play an updated unificatory role. I examine this model’s structure, representational assumptions, and uses in all three contexts, and argue that explanations of cell development require both mathematical models and concrete experiments. On this view, the two approaches are interdependent, with mathematical models playing a crucial but circumscribed role in explanations of cell development. (shrink)

J. F. C. Harrison has written that ‘for each age there is a new view of Mr Owen’, which is proof of the fertility and continuing relevance of his ideas. Not just in Britain and America but today around the world anti-poverty campaigners, birth-controllers, collectivists, communitarians, co-operators, ecologists, educationalists, environmentalists, feminists, humanitarians, internationalists, paternalistic capitalists, secularists, campaigners for social justice, trade unionists, urban planners, utopians, welfare reformers can all find something to admire and inspire in the treasure trove that is (...) the thought and actions of Robert Owen. Owen was a creative genius of global significance, a radical writer and activist of international reputation and reach who has inspired those seeking to change human society for the better. The contributors to this volume include not only many of the recognized experts on the life, work and legacy of Owen, but also work from younger scholars or scholars coming to the field afresh. The volume presents the most recent and original research on Owen. Owen notoriously (and impressively) dabbled in many spheres, and this is reflected in the its breadth of content. The unifying themes are Owen’s profile in his own time, and the relevance of his ideas for the generations that followed. His importance for educational and social philosophy, for political economy and for the political theory of socialism are all discussed, as are his contribution as a philanthropic employer, his political activities and the specificities of his historical context. (shrink)

The debate over the central issue confronted in Closing--the role of the university and the liberal arts in the United States--has become increasingly urgent and contentious. The goal of this collection of essays is to consider what we can learn about the dilemmas confronting American culture through a consideration of both The Closing of the American Mind and the debate it has aroused. The contributors differ among themselves as to the validity of both the diagnoses and the solutions Bloom offers, (...) yet they do not engage in "Bloom-bashing" or hero-worship. The goal of the book is to place the debate over Closing into the larger context than can be achieved in a book review format. To provide the historical perspective that has been missing in the controversy over Bloom, included in this volume is Christopher Lasch's "The Great Experiment: Where Did it Go Wrong?" Also included are essays by other leading critics: John K. Roth, Frank Caucci, William K. Buckley, Milton R. Stern, Susan Bourgeois, Margaret C. Jones, Daniel Zins, Kenneth Alan Hovey, Bonnie A. Hain, John Peacock, Patricia L. Lundberg, Peter Siedlecki, Mark W. Roche, William Thickstun, Lorraine Clark, and Gerald Graff. This volume of essays does much to illuminate the issue surrounding The Closing of the American Mind. (shrink)

Early in World War I, Virginia Woolf wrote these words: ‘The future is dark, which is on the whole, the best thing the future can be […]’. It is tempting to assume that darkness simply hides the unknown and the threatening. It is more challenging to think of it as Woolf did: rich with possibility in even the most desperate times.We live in what many would readily describe as dark times. These times have brought (among much else) a once-in-a-century public (...) health crisis, the continued redemption of toxic white supremacy, declining trust in and support for public institutions, and growing evidence of impending climate devastation. ‘Dark Futures’ will consider some of the scenes of this devastation and mine them for insights into our predicaments and our prospects. (shrink)

‘Mysticism means to isolate the eternal from the originated.’ This is not my definition of the word ‘mysticism’ but that of the founder of the ‘orthodox’ school of Muslim mysticism, Al-Junayd of Baghdad who flourished in the ninth century a.d . In actual fact it is not a definition of mysticism at all but of the Arabic word tawḥīd which means primarily ‘the affirmation of unity’; and that surely is an essential ingredient of any form of mysticism: it is the (...) affirmation through personal experience of unity either absolutely or in some qualified sense. (shrink)

As everyone knows, since the end of the Second World War there has been a sensational revival of interest in the non-Christian religions particularly in the United States and in this country. The revival has taken two forms, the one popular, the other academic. The first of these has turned almost exclusively to Hindu and Buddhist mysticism and can be seen as an energetic reaction against the dogmatic and until very recently rigid structure of institutionalised Christianity and a search for (...) a lived experience of the freedom of the spirit which is held to be the true content of mysticism, obscured in Christianity by the basic dogma of a transcendent God, the ‘wholly Other’ of Rudolf Otto and his numerous followers, but wholly untrammelled by any such concept in the higher reaches of Vedanta and Buddhism, particularly in its Zen manifestation. On the academic side the picture is less clear. There is, of course, the claim that the study of religion, like any other academic study, must be subjected to and controlled by the same principles of ‘scientific’ objectivity to which the other ‘arts’ subjects have been subjected, to their own undoing. But even here there would seem to be a bias in favour of the religions of India and the Far East as against Islam, largely, one supposes, in response to popular demand. (shrink)

Western societies today are coming unmoored in the face of an earth-shaking ethical and cultural paradigm shift. At its core is the question of what it means to be human and how we are meant to live. The old answers are no longer accepted; a dizzying array of options are offered in their stead. Underpinning this smorgasbord of lifestyles is a thicket of unquestioned assumptions, such as the separation of gender from biological sex, which not so long ago would have (...) been universally rejected as radical notions. In the spring of 2019, a group of Orthodox Christian scholars drawn from a wide variety of academic disciplines met together to offer responses to the moral crisis our generation faces, elaborating upon its various forms and facilitating a fuller understanding of some of its theological and philosophical foundations. In doing so they offer support to all those who question the claims that are so forcefully insisted upon today--a clarity that will aid them in standing up and resisting trends that have already shown to be the cause of great suffering and unhappiness. (shrink)

El presente artículo se propone abordar la obra de Adam Smith con el objeto de identificar una posible “teoría sobre la igualdad” en el corpus del filósofo escocés. Nuestro planteamiento cuestiona el ideario colectivo en torno a este autor, según el cual se lo caracteriza como cercano al anti-igualitarismo de ciertas corrientes liberales. Basándonos en investigaciones hechas en los últimos años por algunos estudiosos de Smith, expondremos argumentos e ideas presentes en su obra que se pueden asociar a posiciones igualitaristas (...) y que muestran que su postura sobre este tema es más compleja de lo que se cree. En esta línea, con el fin de evidenciar la posición de Smith acerca de la igualdad, presentaremos su concepción sobre el surgimiento de la desigualdad y ciertas ideas plasmadas en La Riqueza de las Naciones y en Teoría de los Sentimientos Morales relevantes para la discusión. En esta tarea, tomaremos como principal referente el trabajo de Samuel Fleischacker, cuya interpretación de Smith -que será complementada con análisis propios- tenemos también el objeto de difundir. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:?;5. HUME AND SPINOZA It is strange that there has been so little interest in comparing two great philosophers, Hume and -Spinoza, who were both so important and influential in bringing about the decline of traditional religion. Jessop's bibliography indicates no interest in Hume and Spinoza up to the 1930 's. The Hume conferences of 1976, as far as I have been able to 2 determine, avoided the topic. (...) In one of the better new Hume volumes, Livingston and King, Hume, A Re-evaluation, 3 Spinoza is cited twice, and once incorrectly at that. On the other hand, in the massive new Spinoza volume edited by Siegfried Hessing, Speculum Spinozanun 1677-1977, Hume is mentioned four times, but only one of these has any real relevance to Hume's views vis-a-vis Spinoza's. Some discussion of Hume's comments, usually brief, occurs in the commentators. B. M. Laing, in David Hume, (London 1932), has just three short references to Spinoza. John Laird, in Hume's Philosophy of Human Nature, (London 1932) has a couple of cursory references to Spinoza, plus a bit more extended statement of Pierre Bay le" s critique of him. In H. H. Price, Hume's Theory of the External World, (Oxford 1940), there is one paragraph on Hume and Spinoza. In Norman Kemp Smith, The Philosophy of David Hume (London 1941), there are three references to Spinoza. Rachel Kydd, Reason and Conduct in Hume's Treatise (Oxford 194 6), has the greatest number of references to Spinoza. She was concerned to compare him with Hume on other matters than are dealt with in this paper, namely Spinoza's theory of reason and 9 the passions. In contrast, André Leroy, David Hume, (Paris 1953), has just one paragraph on Spinoza dealing with the immateriality of the soul; and Ernest C. Mossner, in his monumental Life of David Hume, (Austin 1954), has only one reference to Spinoza - James Beattie's denunciation of Hume, Hobbes, Malebranche, Leibniz and Spinoza. Lastly, in a fairly recent commentary by James Noxon, Spinoza is mentioned 66. three times, but not for anything in Hume's text. Noxon does point out (p. 75) that Spinoza is not mentioned in ] 2 Hume's correspondence. John H. Randall has offered an explanation for this neglect of Spinoza by Hume scholars, namely that "Hume stands for all time as the antithesis of Spinoza in his thought". In the England of Hume's day, Spinoza was little known, but still better known at the time than he was in France or England. Spinoza's Tractatus Theologico-Politicus 14 had been twice translated into English anonymously. He had been attacked by Bishop Stillingfleet, by John Evelyn, by Berkeley and several others. But Spinoza was not a major figure, except to the English Deists, and to Hume's early patron, the Chevalier Andrew Michael Ramsay. Most of the information known about Spinoza came from Pierre Bayle' s Historical and Critical Dictionary, where the article "Spinoza" is the longest in the Dictionary, about three hundred pages in length. My suspicion, or hypothesis, is that Hume first became interested in Spinoza through Ramsay, and then learned what he knew about Spinoza from Bayle' s article. When the young David Hume went to France to write his A Treatise of Human Nature in 1734, he went first to see the Chevalier Ramsay, who entertained Hume for about two weeks. Ramsay was a leading Scottish Catholic, was the teacher of Bonnie Prince Charlie, a leading Scottish revolutionary, 18 as well as the Grand Master of the Free Masons. With Ramsay's eclectic views it is not odd that he had a serious interest in Spinoza's theory, and that he was composing answers to it. Ramsay advised Hume about his own book, and Hume felt he had to show Ramsay the Treatise before he 19 brought it back to England. In the Treatise there is a not too well studied section on Spinoza, Of the immateriality of the soul 20 (T240-45). In introducing Spinoza into the discussion of 67. the immateriality of the soul, Hume follows what was common practice in his day, namely to insult Spinoza and his theory... (shrink)

Filozofické pojednání vysvětluje z hlediska marxistického pojetí dějin základní otázky společenského dění, úlohu materiálních činitelů ve vývoji společnosti, protiklad materiálního a ideálního ve společnosti. Druhé vydání je upraveno s přihlédnutím ke kritickým připomínkám.

Louis Bautain (1796–1867) has been described as the “French Newman” because of the resemblances between their lives and writings. This essay compares three aspects of the thought of Newman and Bautain: their respective understanding of faith, reason, and development. Both thinkers understood faith and reason in relation to conversion and the realities of life and viewed faith and reason as functioning in tandem with doctrinal development.

In 1839 and 1840, Newman preached four Oxford University Sermons, which critiqued the evidential apologetics advocated by John Locke (1632-1704) and William Paley (1743-1805) and subsequently restated by Richard Whately (1787-1863). In response, Newman drew upon Whately’s earlier works on logic and rhetoric to develop an alternative account of the reasonableness of religious belief that was based on implicit reasoning from antecedent probabilities. Newman’s argument was a creative response to Whately’s contention that evidential reasoning is the only safeguard against superstition (...) and infidelity. (shrink)