Otdvio Bueno, Empiricism, Mathematical Truth and Mathematical Knowledge 219 Commentary by Chuang Liu. Reply by Bueno. Chuang Liu, Coins and Electrons: A ...

Concerns about the welfare of agricultural animals in corporate or “factory farming” systems are growing. Increasingly, it is suggested that modem farm animal production practices are morally objectionable, causing physical and mental suffering to animals. Such criticisms are premised on beliefs about the mental capacities of farm animals that are not wholly supported by scientific evidence, for little is known about farm animal cognition. Some animal scientists, realizing that concerns about the treatment of agricultural animals cannot be addressed in absence (...) of knowledge about farm animal mentality, have begun cognitive studies of farm animals. Subsequently, several ethical problems have emerged. In this paper it is argued that while farm animal cognition studies are needed, scientists must consider the moral problems and implications of the research, and must devise empirically testable hypotheses about those aspects of cognitive behavior that are relevant to discussions about moral treatment of farm animals. (shrink)

Do the rich descriptions and narrative shapings of literature provide a valuable resource for readers, writers, philosophers, and everyday people to imagine and confront the ultimate questions of life? Do the human activities of storytelling and complex moral decision-making have a deep connection? What are the moral responsibilities of the artist, critic, and reader? What can religious perspectives—from Catholic to Protestant to Mormon—contribute to literary criticism? Thirty well known contributors reflect on these questions, including iterary theorists Marshall Gregory, James Phelan, (...) and Wayne Booth; philosophers Martha Nussbaum, Richard Hart, and Nina Rosenstand; and authors John Updike, Charles Johnson, Flannery O'Connor, and Bernard Malamud. Divided into four sections, with introductory matter and questions for discussion, this accessible anthology represents the most crucial work today exploring the interdisciplinary connections between literature, religion and philosophy. (shrink)

The _Analects_ is a compendium of the sayings of Confucius (551-479 b.c.e.), transcribed and passed down by his disciples. How it came to be transformed by Zhu Xi (1130-1200) into one of the most philosophically significant texts in the Confucian tradition is the subject of this book. Scholarly attention in China had long been devoted to the _Analects._ By the time of Zhu Xi, a rich history of commentary had grown up around it. But Zhu, claiming that the _Analects_ was (...) one of the authoritative texts in the canon and should be read before all others, gave it a still more privileged status in the tradition. He spent decades preparing an extended interlinear commentary on it. Sustained by a newer, more elaborate language of metaphysics, Zhu's commentary on the _Analects_ marked a significant shift in the philosophical orientation of Confucianism--a shift that redefined the Confucian tradition for the next eight centuries, not only in China, but in Japan and Korea well. Gardner's translations and analysis of Zhu Xi's commentary on the _Analects_ show one of China's great thinkers in an interesting and complex act of philosophical negotiation. Through an interlinear, line-by-line "dialogue" with Confucius, Zhu effected a reconciliation of the teachings of the Master, commentary by later exegetes, and contemporary philosophical concerns of Song-dynasty scholars. By comparing Zhu's reading of the _Analects_ with the earlier standard reading by He Yan (190-249), Gardner illuminates what is dramatically new in Zhu Xi's interpretation of the _Analects._ A pioneering study of Zhu Xi's reading of the _Analects,_ this book demonstrates how commentary is both informed by a text and informs future readings, and highlights the importance of interlinear commentary as a genre in Chinese philosophy. (shrink)

Pancreatitis is a complex, progressively destructive inflammatory disorder. Alcohol was long thought to be the primary causative agent, but genetic contributions have been of interest since the discovery that rare PRSS1, CFTR and SPINK1 variants were associated with pancreatitis risk. We now report two associations at genome-wide significance identified and replicated at PRSS1-PRSS2 and X-linked CLDN2 through a two-stage genome-wide study. The PRSS1 variant likely affects disease susceptibility by altering expression of the primary trypsinogen gene. The CLDN2 risk allele is (...) associated with atypical localization of claudin-2 in pancreatic acinar cells. The homozygous CLDN2 genotype confers the greatest risk, and its alleles interact with alcohol consumption to amplify risk. These results could partially explain the high frequency of alcohol-related pancreatitis in men. © 2012 Nature America, Inc. All rights reserved. (shrink)

The election of George Bush heralded a shift to the right in American politics and with it the expectation of a more conservative approach to issues such as abortion. In an interesting twist, however, the Wisconsin Supreme Court has upheld a decision that has been described as potentially “coercive of abortion”. David Oakley, a father of nine children with four different mothers was found guilty of intentionally refusing to pay child support and was sentenced to three years in prison followed (...) by five years' probation. As a condition of his probation, Oakley cannot have any more children unless he demonstrates that he has the ability to support them and that he is supporting the children he already has. Failure to comply with the conditions of the probation would result in a further eight years' imprisonment. Oakley argued that the condition violated his right to procreate, since he was unlikely ever to be able to support all of his children, but his appeal was rejected. The majority decision held that, since the conditions were “not overly broad” and were “reasonably related to the person's rehabilitation”, the conditions of probation could legitimately impinge upon constitutional rights. In dissenting from the majority decision, Ann Walsh Bradley, J stated: “[b]ecause the condition is triggered only upon the birth of a child, the risk of imprisonment creates a strong incentive for a man in Oakley's position to demand from the woman the termination of her pregnancy. It places the woman in an untenable position: have an abortion or be responsible for Oakley going to prison for eight years”.1 One commentator has pointed out that, in this case, “one precept of rightwing politics–that the state should not pay for the upkeep of offspring irresponsibly acquired–has come into conflict with another: that normal healthy people should …. (shrink)

Given the great amount of research in medieval logic and grammar that has gone on in the last quarter of the century, the general portraits of medieval developments in these fields found in works like Ph. Boehner’s Medieval Logic or histories of logic by Prantl, Bochenski, or the Kneales are quite out of date. This little work by Jan Pinborg, the Director of the Medieval Institute in Copenhagen, which has specialized in medieval grammar and logic, is a good update of (...) the general contributions made to these fields from the twelfth to the fifteenth centuries. Based on lectures given at Copenhagen and at the Christian Albrects University at Kiel, this short book indicates the interplay of the two disciplines at various historical periods of this era and highlights the contributions of Anselm, Abelard, Peter of Spain, Boethius of Dacia, Ockham, Buridan, and Burleigh. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Revisiting Vygotsky and Gardner:Realizing Human PotentialNinah Beliavsky (bio)The two individuals who have had a tremendous influence on my own theories and my own philosophy of education are the Russian psychologist, intellectual, and social activist Lev Semenovich Vygotsky (1896-1934), and the leading American developmental psychologist Howard Gardner (b. 1944). The philosophies of Vygotsky and Gardner have much in common, even though their lives have been separated by (...) different continents, different political regimes, different languages, different cultures, and almost a century of innovative research in the fields of psychology and education.I argue that Vygotsky's ideas should be viewed through the prism of Gardner's theory of Multiple Intelligences. The combination of these concepts can shed new light on education—on teaching and learning. By doing so, we would enable the students to reach a higher level of cognitive development.This article intends to suggest that Vygotsky's dream of maximizing the Zone of Proximal Development can be realized by utilizing Gardner's approach of nurturing the students' combination of intelligences. This idea of teaching and learning will allow educators to teach ahead of development, to teach for understanding, to motivate and promote the students' creativity and imagination, and to encourage their personal, social, and academic growth.Lev VygotskySeventy-two years have passed since Vygotsky died on June 11, 1934. He was only thirty-seven years old. "Vygotsky was a product of his time: an intellectual, [End Page 1] a Jew, [one] who took as much pleasure in thinking through the intricacies of speech impediments and language acquisition as he did in contemplating Shakespeare's Hamlet or the psychology of Art."1 Fundamental to Vygotsky's theory was the idea that higher mental functions, such as thinking, logical memory, and human consciousness, have their origins in human social life.Vygotsky believed that culture should be passed down to future generations in a Socratic, rather than a dogmatic, way. He believed that everyone should be given the tools to live up to their highest potential. For Vygotsky, psychological development could not be separated from human history and human culture. The notion of development as growing out of the interactions of human beings with one another, especially the interaction of adults and children, offers a collectivist vision of human psychological growth that is especially different from American ideas of individualism and predetermined stages of psychological growth.2 Vygotsky believed that the child has to be exposed to the array of intellectual and cognitive "tools" developed over the centuries by human beings—tools such as language, mathematics, music, and art.He stressed that systematic instruction in the formal disciplines—Latin, Greek, mathematics, and composition—is beneficial to the development of students' mental facilities in general. Studying the formal disciplines would lead to higher-order thinking and thus enhance "scientific" concepts. In other words, the systematic learning of scientific concepts in one field translates into developmental changes, abstract thinking, and greater logical thinking and logical flexibility. Recently, this notion is being welcomed by American psychologists. For example, in one study in the United States a group of American psychologists demonstrated that specialized training in medicine, law, and psychology seems to have an effect on real-life problem solving requiring statistical and logical reasoning.3In American educational psychology, Vygotsky is famous for his concept of the Zone of Proximal Development (ZPD). Behind this is the notion that a child's cognitive development occurs within a social milieu. The teaching-learning process (instruction) does not occur in isolation. The role of instruction for enhancing cognitive development is a joint activity—a collaborative effort between the child and a more knowledgeable partner, such as an older sibling, a parent, a teacher, etc. Therefore, the analysis of cognitive functioning requires studying how a child's social interaction with more competent peers of their culture is mastered and internalized. In other words, to understand a child's cognitive development, we need to examine specific patterns of social interaction in which the child participates.4The most detailed description of the concept of ZPD can be found in a lecture entitled "Dinamika umstvennogo razvitia sckol'nika v svjazi s obucheniem," delivered by Vygotsky at the... (shrink)

Evidence that confirms a scientific hypothesis is said to be ‘novel’ if it is not discovered until after the hypothesis isconstructed. The philosophical issues surrounding novel confirmation have been well summarized by Campbell and Vinci [1983]. They write that philosophers of science generally agree that when observational evidence supports a theory, the confirmation is much stronger when the evidence is ‘novel’... There are, nevertheless, reasons to be skeptical of this tradition... The notion of novel confirmation is beset with a theoretical (...) puzzle about how the degree of confirmation can change without any change in the evidence, hypothesis, or auxiliary assumptions... There have not yet appeared any obviously satisfactory solutions to these problems Much of the literature on novel confirmation relies on the Bayesian analysis of conditional probabilities. Let H represent a hypothesis, E an event that confirms the hypothesis, and B some relevant background information. Denote by Pr the conditional probability of x given y. There are various plausible measures of the degree of support that E lends to H. Among these are: Degree of support = Pr Degree of support = Pr – Pr Degree of support = Pr – Pr Degree of support = Pr – Pt In the work cited, Campbell and Vinci offer a somewhat more involved Bayesian interpretation. Formula is discussed by Gardner [1981] who points out that under this formulation there can be no role for novelty. 'The function Pr contains no third slot in which to insert a temporal relation between the invention of H and the inventor's learning E. Obviously, then, this relation could not possibly affect E's support of H.' Formula, on the other hand, suggests a role for novelty. Bayes's Theorem allows us to rewrite the formula as Degree of support = Pr x [Pr – 1] We can use 1/Pr as a measure of the novelty of E. Then shows that the degree of support increases with novelty of E. In the paper already cited, Campbell and Vinci discuss shortcomings of this analysis. Formula expresses an alternative offered by Howson [1984]. In that formula, Pr represents the probability of H assuming that only B – {E} is known. This allows for the possibility of non-novel facts generating support for hypotheses. Niiniluoto [1984] argues for a variant along the lines of, in which we account for the possibility that the theorist was unaware that his hypothesis entails E. One problem in deciding among these approaches is that the choice of a definition for the degree of support appears arbitrary. What kind of argument could justify the choice of one definition over another? It is our position that there can be no basis for addressing this question in the absence of an explicit model of the process by which hypotheses are generated. Only in the presence of such a model can the various conditional probabilities be given meaningful interpretations. We provide such models in Sections 1, 2 and 4. The simple model of Section 1, incorporating strong assumptions, yields the conclusion that novelty is irrelevant. When these assumptions are relaxed in the later sections, novelty becomes relevant for a variety of reasons. It is at least potentially the case that scientists have more information about their own abilities than is publicly available, and this information might influence their decisions about whether even to attempt novel prediction. If this is so, then it should be incorporated into the model of hypothesis generation. This requires an explicit discussion of how scientists respond to incentives and how the incentives themselves evolve, which in turn takes us into the realm of economic theory. We have addressed these issues in another paper, written for an audience of economists. The results of this research are summarized in Section 3. (shrink)

Introduction. There is substantial evidence that patients with delusions exhibit a reasoning bias—known as the “jumping to conclusions” bias—which leads them to accept hypotheses as correct on the basis of less evidence than controls. We address three questions concerning the JTC bias that require clarification. Firstly, what is the best measure of the JTC bias? Second, is the JTC bias correlated specifically with delusions, or only with the symptomatology of schizophrenia? And third, is the bias enhanced by emotionally salient material? (...) Methods. To address these questions, we conducted a series of meta-analyses of studies that used the Beads task to compare the probabilistic reasoning styles of individuals with and without delusions. Results. We found that only one of four measures of the JTC bias—“draws to decision”—reached significance. The JTC bias exhibited by delusional subjects—as measured by draws to decision—did not appear to be solely an epiphenomenal effect of schizophrenic symptomatology, and was not amplified by emotionally salient material. Conclusions. A tendency to gather less evidence in the Beads task is reliably associated with the presence of delusional symptomatology. In contrast, certainty on the task, and responses to contradictory evidence, do not discriminate well between those with and without delusions. The implications for the underlying basis of the JTC bias, and its role in the formation and maintenance of delusions, are discussed. (shrink)

_Debates in Nineteenth-Century European Philosophy _offers an engaging and in-depth introduction to the philosophical questions raised by this rich and far reaching period in the history of philosophy. Throughout thirty chapters, the volume surveys the intellectual contributions of European philosophy in the nineteenth century, but it also engages the on-going debates about how these contributions can and should be understood. As such, the volume provides both an overview of nineteenth-century European philosophy and an introduction to contemporary scholarship in this field. (...) __KEY DEBATES IN EUROPEAN NINETEENTH-CENTURY PHILOSOPHY__ Kristin Gjesdal Contributors Editor's Introduction I. Kantian Presuppositions 1. The Reception of the _Critique of Pure Reason_ in German Idealism by Rolf-Peter Horstmann 2. The Reception of the _Critique of Pure Reason_ in German Idealism: A Response to Rolf-Peter Horstmann by Paul Guyer II. Fichte 3. Fichte's Original Insight by Dieter Henrich 4. Fichte's Original Insight: Dieter Henrich's Pioneering Piece Half A Century Later by Günter Zöller III. Romanticism 5. Philosophical Foundations of Early Romanticism by Manfred Frank 6. Response to Manfred Frank, "Philosophical Foundations of Early Romanticism" by Michael N. Forster IV. Hegel 7. From Desire to Recognition: Hegel's Account of Human Sociality by Axel Honneth 8. On Honneth's Interpretation of Hegel's "Phenomenology of Self-Consciousness" by Robert B. Pippin V. Schelling 9. The Nature of Subjectivity: The Critical and Systematic Function of Schelling's Philosophy of Nature by Dieter Sturma 10. Nature as Unconditioned? The Critical and Systematic Function of Schelling's Early Works by Dalia Nassar VI. Schopenhauer 11. The Real Essence of Human Beings: Schopenhauer and the Unconscious Will by Christopher Janaway 12. Emancipation from the Will by David E. Wellbery VII. Comte 13. Auguste Comte and Modern Epistemology by Johan Heilbron 14. Why Was Comte an Epistemologist? by Robert C. Scharff VIII. Mill 15. Mill: The Principle of Liberty by John Rawls 16. John Rawls on Mill's Principle of Liberty by John Skorupski IX. Darwin 17. Darwin's Theory of Natural Selection and its Moral Purpose by Robert J. Richards 18. Response to Richards by Gabriel Finkelstein X. Kierkegaard 19. Kierkegaard's _On Authority and Revelation _ by Stanley Cavell 20. A Nice Arrangement of Epigrams: Stanley Cavell on Søren Kierkegaard by Stephen Mulhall XI. Marx 21. Marx's Metacritique of Hegel: Synthesis Through Social Labor by Jürgen Habermas 22. Epistemology and Self-Reflection in the Young Marx by Espen Hammer XII. Dilthey 23. Wilhelm Dilthey after 150 Years by Hans-Georg Gadamer 24. Gadamer on Dilthey by Frederick C. Beiser XIII. Nietzsche 25. Nietzsche's Minimalist Moral Psychology by Bernard Williams 26. Naturalism, Minimalism, and the Scope of Nietzsche's Philosophical Psychology by Paul Katsafanas XIV. Freud 27. Bad Faith and Falsehood by Jean-Paul Sartre 28. Freud by Sebastian Gardner XV. Twentieth-Century Developments 29. Analytic and Conversational Philosophy by Richard Rorty 30. Not Knowing What the Right Hand is Doing: Rorty's "Ambidextrous" Analytic Redescription of Nineteenth-Century Hegelian Philosophy by Paul Redding References for Republished Texts Accompanying Original Works. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 4.1 (1997) 91-93 Concurrent Contents: Recent and Classic References at the Interface of Philosophy, Psychiatry, and Psychology Articles Allen, J. F., J. Hallperin, and R. Friend. 1985. Removal and diversion tactics and the control of auditory hallucinations. Behavior Research and Therapy 23:601-605.Baker, H. D. 1995. Psychoanalysis and ideology: Bakhtin, Lacan, and Zizek. History of European Ideas 20:499-504.Bernet, R. 1994. Derrida-Husserl-Freud: The trace of transference. Southern (...) Journal of Philosophy 32 suppl.:141-158.Boden, M. A. 1996. Commentary on "Towards a design-based analysis of emotional episodes." Philosophy, Psychiatry, & Psychology 3, no. 2:135-136.Castelfranchi, C., and M. Miceli. 1996. Commentary on "Towards a design-based analysis of emotional episodes." Philosophy, Psychiatry, & Psychology, no. 2:129-133.Fowes, B. J., and F. C. Richardson. 1996. Why is multiculturalism good? American Psychologist 51, no. 6:609-621.Frith, C. 1996. Commentary on "Free will in the light of neuropsychiatry." Philosophy, Psychiatry, & Psychology 3, no. 2:91-93.Forde, R. 1996. Inclusion of psychosocial conditions in clinical practice and the problem of medicalization. Theoretical Medicine 17, no. 2:151-161.Gaylin, W., and D. Doukas. 1995. The second-hand suicide threat. Hastings Center Report 25:20-22.Gillet, G. 1995. Consciousness, thought, and neurological integrity. Journal of Mind and Behavior 16, no. 3:215-233.Haskell, R. E. 1993. Realpolitik in the addictions field: Treatment-professional, popular-culture ideology, and scientific research. Journal of Mind and Behavior 14, no. 3:257-276.Kuys, T. 1995. The tally argument again. Methodological Science 28, nos. 2-3:43-55.Lear, J. 1995. The heterogeneity of the mental: Sebastian Gardner's irrationality and the philosophy of psychoanalysis. Mind: A Quarterly Review of Psychology and Philosophy 104:863-879.Libet, B. 1996. Commentary on "Free will in the light of neuropsychiatry." Philosophy, Psychiatry, & Psychology 2, no. 3:95-96.Lloyd, D. 1996. Commentary on "Toward a design-based analysis of emotional episodes." Philosophy, Psychiatry, & Psychology 3, no. 2:127-128.Pepper-Smith, R., W. R. C. Harvey, and M. Silberfeld. 1996. Competency and practical judgment. Theoretical Medicine 17, no. 2:135-150. [End Page 91]Spence, S. A. 1996a. Free will in the light of neuropsychiatry. Philosophy, Psychiatry, & Psychology 3, no. 2:75-90.------. 1996b. Response to the commentaries. Philosophy, Psychiatry, & Psychology 3, no. 2:99-100.Stein, D. J. 1996. The philosophy of psychopathy. Perspectives in Biology and Medicine 39:569-580.Stephens, G. L. 1996. Commentary on "Free will in the light of neuropsychiatry." Philosophy, Psychiatry, & Psychology 3, no. 2:97-98.Varela, C. R. 1995. Ethnogenic theory and psychoanalysis: The unconscious as a social construction and a failed explanatory concept. Journal for the Theory of Social Behavior 25:4.Weisberger, A. M. 1995. The ethics of the broader usage of Prozac: Social choice or social bias? International Journal of Applied Philosophy 10, no. 1:69-74.Wright, I., A. Sloman, and L. Beaudoin. 1996a. Response to the commentaries. Philosophy, Psychiatry, & Psychology 3, no. 2:137.------. 1996b. Towards a design-based analysis of emotional episodes. Philosophy, Psychiatry, & Psychology 3, no. 2:101-126. Books American Psychiatric Association. Task Force on Consent to Voluntary Hospitalization. 1993. Consent to voluntary hospitalization. Washington, DC: American Psychiatric Association.Christiansen, H. D. 1972. Ethics in counseling: Problem situations. Tucson: University of Arizona Press.Clark, P., and C. Wright, eds. 1988. Mind, psychoanalysis and science. New York: Blackwell.Comerchero, V., ed. 1970. Values in conflict: Christianity, marxism, psychoanalysis, existentialism. New York: Appleton-Century-Crofts.Epstein, R. S. 1994. Keeping boundaries: Maintaining safety and integrity in the psychotherapeutic process. Washington, DC: American Psychiatric Press.Fairbairn, G. J. 1995. Contemplating suicide: The language and ethics of self harm. New York: Routledge.Grubb, A., ed. 1991. Decision-making and problems of incompetence. New York: John Wiley & Sons.Haas, L. J., and J. L. Malouf. 1995. Keeping up the good work: A practitioner's guide to mental health ethics. 2nd ed. Sarasota: Professional Resource Exchange.Hacking, I. 1995. Rewriting the soul: Multiple personality and the sciences of memory. Princeton: Princeton University... (shrink)