We are used to seeing foundations linked to the mainstream mathematics of the late nineteenth century: the arithmetization of analysis, non-Euclidean geometry, and the rise of abstract structures in algebra. And a growing number of case studies bring a more philosophy-of-science viewpoint to the latest mathematics, as in [Carter, 2005; Corfield, 2006; Krieger, 2003; Leng, 2002]. Mac Lane's autobiography is a valuable bridge between these, recounting his experience of how the mid- and late-twentieth-century mainstream grew especially through Hilbert's school.An autobiography (...) at age 94 obviously has a lot of ground to cover. Mac Lane entered Yale in 1926 to study chemistry as a good practical career field but by the end of his first year he had won a $50 prize in mathematics and learned that you could make a living with it—as an actuary. He decided to do that. The next year he was excited to learn from his philosophy professor F.S.C. Northrop that you can also pursue new mathematical discoveries! Northrop had studied with A.N. Whitehead and sold Mac Lane on the excitement of Principia Mathematica. In a pattern that foreshadowed his career Mac Lane bought and annotated a copy of the first volume of Principia but his planned tutorial study of the book turned into a study of [Hausdorff, 1914] applying set theory to topology and analysis. As a graduate student at Chicago he was powerfully influenced by E.H. Moore, who taught the new axiomatic methods as tools for unifying and advancing the most classical analysis . Then he went to Göttingen. He heard Hilbert lecture on philosophy. He studied mathematics and its philosophy with Weyl. He followed Noether's lectures on abstract algebra for number theory. He had gone there to study logic and he wrote a …. (shrink)

While Saunders Mac Lane studied for his D.Phil in Göttingen, he heard David Hilbert's weekly lectures on philosophy, talked philosophy with Hermann Weyl, and studied it with Moritz Geiger. Their philosophies and Emmy Noether's algebra all influenced his conception of category theory, which has become the working structure theory of mathematics. His practice has constantly affirmed that a proper large-scale organization for mathematics is the most efficient path to valuable specific results—while he sees that the question of which results are (...) valuable has an ineliminable philosophic aspect. His philosophy relies on the ideas of truth and existence he studied in Göttingen. His career is a case study relating naturalism in philosophy of mathematics to philosophy as it naturally arises in mathematics. Introduction Structures and Morphisms Varieties of Structuralism Göttingen Logic: Mac Lane's Dissertation Emmy Noether Natural Transformations Grothendieck: Toposes and Universes Lawvere and Foundations Truth and Existence Naturalism Austere Forms of Beauty. (shrink)

This note describes Saunders Mac Lane as a philosopher, and indeed as a paragon naturalist philosopher. He approaches philosophy as a mathematician. But, more than that, he learned philosophy from David Hilbert’s lectures on it, and by discussing it with Hermann Weyl, as much as he did by studying it with the mathematically informed Göttingen Philosophy professor Moritz Geiger.

Harold Laski (Manchester, 1893-Londres, 1950) es de los pocos teóricos del Estado en el mundo anglo-sajón que, desde John Stuart Mill, merece ser recordado. Sus teorías se desenvuelven en el tránsito del pensamiento liberal a la acción de tipo socialista. Fue miembro de la renombrada Fabian Society aunque renunció a su puesto en el Comité Ejecutivo Fabiano aduciendo incompatibilidad de opiniones, pues no aceptaba la posición "gradualista" y evolucionista de la socialdemocracia. Además formó parte del comité ejecutivo del partido laboralista (...) -aunque con serias disensiones con el premier MacDonald-, que debería estudiar los cambios originados en la acción socialista tras la primera Guerra Mundial. A su renombre puede haber ayudado el hecho de haber enseñado en las prestigiosas universidades de Mac-Gill de Montreal y en Harvard. De todas formas, a pesar de ser un pensador que extrajo sus teorías de la práctica y dar a sus aportaciones un contenido pragmático, como Hobbes o Locke, no se puede parangonar en ningún caso con ellos. Se trata -a pesar de sus bandazos- de un intelectual independiente de izquierda, postura que afirmó en su pertenencia al partido laborista. De esta suerte su teoría política pudo fundarse en la ética, que como se verá no se deja entremezclar con el materialismo histórico marxista. El Estado en la teoría y en la práctica corresponde al período en el que busca un acomodamiento de la teoría del Estado a las nuevas circunstancias, una fase que el autor inicia en la década de los treinta del siglo XX. Es un libro que desarrolla y amplía, como él deja claro, su libro anterior, La Democracia en crisis (1933), que también fuera traducido para Revista de Derecho Privado, y supone un perfeccionamiento de sus principios filosóficos. Laski se ocupa de diagnosticar las causas del fracaso y avanza un proyecto de teoría social que se propone desenvolver en el marco de ocho años. Este plan sería corregido después de colaboraciones en simposios y de publicaciones en diversas revistas junto a un grupo de adalides del socialismo, entre los que cabe destacar a Bernard Shaw, J.A. Hobson o Lowes Dickinson entre otros. Este libro, que se vertió al castellano en 1936, fue traducido por Vicente Herrero Ayllón. INDICE. Presentación Prefacio Capítulo I.- La concepción filosófica del Estado Capítulo II.- Estado y Gobierno en el mundo real Capítulo III.- El Estado y la comunidad internacional Capítulo IV.- Perspectivas para nuestra generación. (shrink)

The Character of Mind provides a sweeping and accessible general introduction to the philosophy of mind. Colin McGinn covers all of the main topics--the mind-body problem, the nature of acquaintance, the relation between thought and language, agency, and the self.In particular, McGinn addresses the issue of consciousness, and the difficulty of combining the two very different perspectives on the mind that arise from introspection and from the observation of other people. This second edition has been updated with three new (...) cutting-edge chapters on consciousness, content, and cognitive science to make it the reader of choice on this vital topic. (shrink)

Whether it's conkers in the schoolyard, kicking a football in the park, or playing tennis on Wimbledon Centre Court, sport impacts all of our lives. But what is sport and why do we do it? Colin McGinn, renowned philosopher , reflects on our love of sport and explores the value it has for us and the part it plays in a life lived well. Written in the form of a memoir, McGinn discusses many of the sports he has engaged (...) in - from pole-vaulting and gymnastics to windsurfing and tennis - and describes the athletic experience from the inside, as a participant, articulating what is uniquely valuable about sport as an activity. Sport, argues McGinn, takes us to our fullest potential as human beings, it's what we fling at mortality to keep it at bay, a holiday from the Unbearable Heaviness of Being. "Sport" expresses our nature, it bears upon our self-realization. If a happy life consists in one that expresses fully our natural faculties, then sports must play an essential role in our lifes. Mind-body unity, the nature of practical knowledge and physical skill, success and failure, the ethics of competition, peak experiences, the spectacle of professional sport, aesthetics and death, McGinn discusses these and many other issues while telling of his own sporting mishaps and adventures. To use the vernacular of philosophy, "Sport" captures the phenomenology of sport - what it's like to do it - and in doing so shows how sport is a way of expressing and understanding who and what we are, way beyond whether we are a good sportsman, a bad loser or a team-player. For anyone who has ever thought that there must be less humiliating ways to enjoy yourself than being thrashed on the tennis court, "Sport" will reassure you that it's time not wasted. (shrink)

Re-encountering certain kinds of artworks in the present (re-listening to music, re- reading novels) can often occasion a kind of recollection akin to episodic recollection, but which may be better cast as ‘phasic’, at least insofar as one can be said to remember ‘what it was like’ to be oneself at some earlier stage or phase in one’s personal history. The kinds of works that prompt such recollection, I call ‘still lives’ - they are limited wholes whose formal properties are (...) stable over time. In the first part of the paper, I spell out a way of making sense of the peculiar power that certain artworks have to occasion such recollection – it is, as I explain, a power or ductus that derives from the form of the artwork, though possession of such a power is not limited to art. I then detail three dimensions along which episodic recollection and phasic recollection as occasioned by re-encountering ‘still lives’ differ: metaphysical, phenomenological, and descriptive. In the second half, I explore a challenge for my account of phasic recollection, which in turn helps make more vivid my proposal as well as the spectral analogy at the heart of it: Just as one can see regions behind one by looking in the direction of a mirror located in the same space in which one is, sometimes by re-encountering certain kinds of artworks now, past intervals or phases ‘behind one’ can be ‘made present’ in a way that the paper aims to make plain. I also explain to what extent phasic recollection might be understood as a form of mental time travel, and what the attendant phenomenology of ‘transportation’ involves. (shrink)

Philosophers cannot agree on whether the rule of Countable Additivity should be an axiom of probability. Edwin T. Jaynes attacks the problem in a way which is original to him and passed over in the current debate about the principle: he says the debate only arises because of an erroneous use of mathematical infinity. I argue that this solution fails, but I construct a different argument which, I argue, salvages the spirit of the more general point Jaynes makes. I argue (...) that in Jaynes’s objective Bayesianism we might have good reasons to adopt Countable Additivity, and some of the major problems this adoption is known to entail need not worry us. In particular, I propose to adopt this new angle on Countable Additivity in Jon Williamson’s version of objective Bayesianism. (shrink)

Elizabeth Anscombe, Mary Midgley, Iris Murdoch and Philippa Foot all studied at Oxford University during the Second World War. One of their wartime tutors was Donald MacKinnon. This paper gives a broad overview of MacKinnon's philosophical outlook as it was developing at this time. Four talks from between 1938 and 1941—‘And the Son of Man That Thou Visiteth Him’ (1938), ‘What Is a Metaphysical Statement?’ (1940), ‘The Function of Philosophy in Education’ (1941) and ‘Revelation and Social Justice’ (1941)—give a foretaste (...) of the conception of moral philosophy that he later articulated in A Study of Ethical Theory (1957). We identify aspects of his philosophical outlook and unusual treatment of method that likely shaped his teaching. We trace his influence in the work of Midgley, Murdoch and Foot, all of whom studied with him from Trinity Term 1940 until their finals in 1942. In the case of Anscombe, though she was briefly his student—he taught her Plato—she and MacKinnon moved in shared intellectual circles, and there is reason to think that some of the forces that shaped MacKinnon's outlook also shaped hers. The sketch we offer is incomplete—in particular, we are not able to do justice to MacKinnon's explicitly theological writings—but we hope to achieve three things. First, to go some way towards indicating the importance of the teacher MacKinnon to understanding the work of his better-known pupils. Second, to introduce a philosopher for whom the teaching of philosophy, practical ethics and metaphysical theory were deeply entwined. Third, to reflect on the relationship between, on the one hand, a conception of the practice and significance of metaphysics and, on the other, a view on the role and nature of philosophical teaching and learning. (shrink)

Machine generated contents note: Preface; 1. The trouble with God; 2. God unlimited; 3. How to reason if you must; 4. The well-tempered universe; 5. What does it all mean?; 6. Moral equilibrium; 7. What is life without thee?; 8. It necessarily ain't so.

Final Report on Phase 1 of the New Zealand Law Foundation’s Artificial Intelligence and Law in New Zealand Project.

How to imagine the imagination is a topic that draws philosophers the way flowers draw honeybees. From Plato and Aristotle to Wittgenstein and Sartre, philosophers have talked and written about this most elusive of topics--that is, until contemporary analytic philosophy of mind developed. Perhaps it is the vast range of the topic that has scared off our contemporaries, ranging as it does from mental images to daydreams. The guiding thread of this book is the distinction Colin McGinn draws between (...) perception and imagination. Clearly, seeing an object is similar in certain respects to forming a mental image of it, but it is also different. McGinn shows what the differences are, arguing that imagination is a sui generis mental faculty. He goes on to discuss the nature of dreaming and madness, contending that these are primarily imaginative phenomena. In the second half of the book McGinn focuses on what he calls cognitive (as opposed to sensory) imagination, and investigates the role of imagination in logical reasoning, belief formation, the understanding of negation and possibility, and the comprehension of meaning. His overall claim is that imagination pervades our mental life, obeys its own distinctive principles, and merits much more attention. (shrink)

In his account of the Northern Sporades, Pliny names the islands of Iresia, Solymnia, Eudemia, and Nea as lying off the Gulf of Salonica, but gives no clue as to the individual identity of each island.

With an eye on how post-colonial novels by authors Chinua Achebe and Ngugi Wa Thiong’o address aesthetic and environmental problems that preceded the Modern period, the intent of this essay is to emphasize how their fiction connects readers with a pre-industrial, premodern, and, strangely enough, radically new ways of thinking about books and the living world beyond them. To this end, the essay looks at this non-western literature through the lens of ecologist Aldo Leopold’s land-based ideas regarding epistemology, ethics, and (...) ecology. (shrink)

If I am looking at myself in a mirror I am directly facing, do I see myself looking at myself? If so, do I also see myself looking at myself looking at myself – and so on?

A notion of Education for Active Citizenship is identified in the pronouncements of certain politically influential individuals. Key elements in this are seen to include action, the citizen, appreciating the benefits of democracy and freedom, respect for the rule of law, a due balance between rights and duties, participation and service to the community. These are shown to be systematically ambiguous, simultaneously capable of evoking critical, independent-minded, socially effective citizens and docile conforming subjects. Clarification is held to be a necessary (...) precondition of translating the ideal of citizenship into specific curricular goals. (shrink)

Recent developments in contemporary pragmatist thought have the potential to help reshape our understandings of pragmatism in philosophy of education. We first survey the development of pragmatism as founded in experience, moving through linguistic pragmatism, to a newer actionistic approach in conduct pragmatism. Conduct pragmatism prioritises action over both experience and discursive thought in ways that can be central to educational activity and projects. Conduct pragmatism so conceived has the potential to alter and shift how philosophers of education relate to (...) pragmatist thought and in the second part of the paper we outline some of these potentials. We indicate the possibilities for pragmatist philosophy of education to engage with diverse bodies of thought, moving away from an insular focus on one or two philosophers, and a diversity of locations where philosophy is active and conducted. (shrink)

Despite some recognition that Aboriginal women who have experienced breast cancer may have unique health needs, little research has documented the experiences of Aboriginal women from their perspective. Our main objective was to explore and to begin to make visible Aboriginal women's experiences with breast cancer using the qualitative research technique, photovoice. The research was based in Saskatchewan, Canada and participants were Aboriginal women who had completed breast cancer treatment. Although Aboriginal women cannot be viewed as a homogeneous group, participants (...) indicated two areas of priority for health‐care: (i) Aboriginal identity and traditional beliefs, although expressed in diverse ways, are an important dimension of breast cancer experiences and have relevance for health‐care; and (ii) there is a need for multidimensional support which addresses larger issues of racism, power and socioeconomic inequality. We draw upon a critical and feminist conception of visuality to interrogate and disrupt the dominant visual terrain (both real and metaphorical) where Aboriginal women are either invisible or visible in disempowering ways. Aboriginal women who have experienced breast cancer must be made visible within health‐care in a way that recognizes their experiences situated within the structural context of marginalization through colonial oppression. (shrink)

Colin Lyas; X*—Aesthetic and Personal Qualities, Proceedings of the Aristotelian Society, Volume 72, Issue 1, 1 June 1972, Pages 171–194, https://doi.org/10.109.

The need to integrate ethics into professional life, from the grassroots up, has been recognized, and a comprehensive ethics program has been proposed as a model. The model includes the four dimensions of: consensus building, ethics guidelines development and review, education, and implementation. The activities of the International Society for Environmental Epidemiology (ISEE) are presented as examples and compared with the proposed model. Several innovative activities are described and incentives for ethical professional conduct are highlighted. The examples are provided for (...) emulation by other professional organizations in the hope that, thereby, greater protection of the public interest will be achieved. (shrink)

The development in 1996 of a new generation of antiretroviral drugs was a major pharmaceutical advancement in the struggle against the epidemics of HIV and AIDS. However, due to high costs, access to these new drugs was almost impossible for most people living with HIV or AIDS. This situatiowhas been even more dramatic for those living with HIV/AIDS in poorer countries. Many of the organizations that are fighting for the rights of those with HIV have since developed human rights advocacy (...) and legal strategies to try to achieve universal access to treatment. These organizations are also fighting for states’ compliance with human rights obligations under health-related treatises and conventions. This paper draws upon the experience gained in Latin America, focusing on the legal strategies that have been explored in Venezuela and the legal consequences for domestic law. (shrink)

This chapter discusses the role of general models for language change and considers four such classes of model. The farming/language dispersal model is a frequent case for language replacement. But problems of chronology frequently obscure the relationships between archaeological and linguistic data.