Peter Abelard (1079–1142 ce) was the most wide‐ranging philosopher of the twelfth century. He quickly established himself as a leading teacher of logic in and near Paris shortly after 1100. After his affair with Heloise, and his subsequent castration, Abelard became a monk, but he returned to teaching in the Paris schools until 1140, when his work was condemned by a Church Council at Sens. His logical writings were based around discussion of the “Old Logic”: Porphyry's Isagoge, aristotle'S Categories and (...) On Interpretation and boethius'S textbook on topical inference. They comprise a freestanding Dialectica (“Logic”; probably c.1116), a set of commentaries (known as the Logica [Ingredientibus], c. 1119) and a later (c. 1125) commentary on the Isagoge (Logica Nostrorum Petititoni Sociorum or Glossulae). In a work Abelard called his Theologia, issued in three main versions (between 1120 and c.1134), he attempted a logical analysis of trinitarian relations and explored the philosophical problems surrounding God's claims to omnipotence and omniscience. The Collationes (“Debates,” also known as “Dialogue between a Christian, a Philosopher and a Jew”; probably c.1130) present a rational investigation into the nature of the highest good, in which the Christian and the Philosopher (who seems to be modeled on a philosopher of pagan antiquity) are remarkably in agreement. The unfinished Scito teipsum (“Know thyself,” also known as the “Ethics”; c.1138) analyses moral action. (shrink)

Looks at fifty of the twentieth century's most significant contributors to the debate on education. Each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of his or her impact and influence and a list of their major writings and suggested further reading.

This excellent collection contains 13 essays from Gadamer's _Kleine Schriften, _dealing with hermeneutical reflection, phenomenology, existential philosophy, and philosophical hermeneutics. Gadamer applies hermeneutical analysis to Heidegger and Husserl's phenomenology, an approach that proves critical and instructive.

David E Cooper; On Reading Nietzsche on Education, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 119–126, https://doi.org/10.1111/j.

David E Cooper; Practice, Philosophy and History: Carr vs. Jonathan, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 181–186, https:/.

David E. Cooper elucidates Nietzsche's educational views in detail, in a form that will be of value to educationalists as well as philosophers. In this title, first published in 1983, he shows how these views relate to the rest of Nietzsche's work, and to modern European and Anglo-Saxon philosophical concerns. For Nietzsche, the purpose of true education was to produce creative individuals who take responsibility for their lives, beliefs and values. His ideal was human authenticity. David E. Cooper (...) sets Nietzsche's critique against the background of nineteenth-century German culture, yet is concerned at the same time to emphasize its bearing upon recent educational thought and policy. (shrink)

David E Cooper; Experience and the Growth of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 97–103, https://doi.org/1.

???Everyone agrees that the moral features of things supervene on their natural features??? , 22). Everyone is wrong, or so I will argue. In the first section, I explain the version of moral supervenience that Smith and others argue everyone should accept. In the second section, I argue that the mere conceptual possibility of a divine command theory of morality is sufficient to refute the version of moral supervenience under consideration. Lastly, I consider and respond to two objections, showing, among (...) other things, that while DCT is sufficient to refute this version of moral supervenience it is not necessary. (shrink)

David E Cooper; Comment on Dr Fairhurst's Paper, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 254–255, https://doi.org/10.1111/j.1.

David E Cooper; Delusions of Modesty: a reply to my critics, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 125–135, https://doi.org.

David E Cooper; Delusions of Modesty: a reply to my critics, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 125–135, https://doi.org.

David E Cooper; Equality and Envy, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 35–47, https://doi.org/10.1111/j.1467-9752.1982.tb.

David E Cooper; Experience and the Growth of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 97–103, https://doi.org/1.

David E Cooper; Grammar and the Possession of Concepts, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 204–222, https://doi.org/10.11.

David E Cooper; Grammar and the Possession of Concepts, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 204–222, https://doi.org/10.11.

David E Cooper; Linguistics and ‘Cultural Deprivation’, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Pages 113–120, https://doi.org/10.1.

David E Cooper; Understanding as Philosophy, Journal of Philosophy of Education, Volume 17, Issue 2, 30 May 2006, Pages 145–153, https://doi.org/10.1111/j.1467-.

David E Cooper; Understanding as Philosophy, Journal of Philosophy of Education, Volume 17, Issue 2, 30 May 2006, Pages 145–153, https://doi.org/10.1111/j.1467-.

We are reporting on how involved the mentor was in promoting responsible research in cases of research misconduct. We reviewed the USPHS misconduct files of the Office of Research Integrity. These files are created by Institutions who prosecute a case of possible research misconduct; ORI has oversight review of these investigations. We explored the role of the mentor in the cases of trainee research misconduct on three specific behaviors that we believe mentors should perform with their trainee: (1) review source (...) data, (2) teach specific research standards and (3) minimize stressful work situations. We found that almost three quarters of the mentors had not reviewed the source data and two thirds had not set standards. These two behaviors are positively correlated. We did not see convincing evidence in the records that mentors were causing stress, but it was apparent in the convicted trainees’ confessions that over 50% experienced some kind of stress. Secondary data, while not created for this research purpose, allows us to look at concrete research behaviors that are otherwise not very researchable. We believe it is important for mentors and institutions to devote more attention to teaching mentors about the process of education and their responsibilities in educating the next generation of scientists. This becomes a critical issue for large research groups who need to determine who is in charge educating, supervising and assuring data integrity. (shrink)

In his quest to solve 'the ever-disquieting riddle of existence', Schopenhauer explored almost every dimension of human existence, developing a darkly compelling worldview that found deep resonance in contemporary literature, music, philosophy, and psychology. This is the first comprehensive biography of Schopenhauer written in English. Placing him in his historical and philosophical contexts, David E. Cartwright tells the story of Schopenhauer's life to convey the full range of his philosophy. He offers a fully documented portrait in which he explores (...) Schopenhauer's fractured family life, his early formative influences, his critical loyalty to Kant, his personal interactions with Fichte and Goethe, his ambivalent relationship with Schelling, his contempt for Hegel, his struggle to make his philosophy known, and his reaction to his late-arriving fame. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.1 (2003) 40-53 [Access article in PDF] Aesthetic Experience and Aesthetic Analysis David E. W. Fenner The "raw data" that aesthetics is meant to explain is the aesthetic experience. People have experiences that they class off from other experiences and label, as a class, the aesthetic ones. Aesthetic experience is basic, and allother things aesthetic — aesthetic properties, aesthetic objects, aesthetic attitudes — (...) are secondary in their importance to aesthetic experiences. 1Considering aesthetic experience as the raw data that philosophical aesthetics seeks to explain is a relatively recent phenomenon. This was certainly not the focus in the seventeenth and eighteenth centuries. Aesthetic judgment was the focus of Shaftesbury, Hutcheson, Hume, and Kant: "How do we make meaningful judgments (hopefully real ones) about the aesthetic quality of (certain) objects and events?" But with George Santayana, John Dewey, and Jerome Stolnitz, the focus changes. Now the interest is in the aesthetic experience: what makes those experiences we label "aesthetic" special? Why do we separate those experiences from others?The movement from the Taste Theories to those focused on aesthetic experience is not a movement that is over and done with — far from it. There is still (and I think there will always be) a tension between these two very basic aspects of philosophical aesthetics. And, although I claim that aesthetic experience is the most basic thing that aesthetics studies, I recognize that this is challengeable and only true from a certain temporal viewpoint.I recently taught the most rewarding undergraduate course in aesthetics. The reason that it was so rewarding was that the students carried the class with deep and insightful discussions, and they were not shy about challenging what was coming out of my mouth. One of the challenges that informed our entire semester focused on the tension between experience and judgment. I lectured comfortably about aesthetic experience as our "raw data," and I lectured equally comfortably about how taking an aesthetic view of an object or event meant focusing primarily, if not exclusively, on [End Page 40] what is available to us through simple sensory acquaintanceship with the object. "Aesthetics," I said, "is about the sensuous aspects of our experiences." And so we could, for instance, take an aesthetic view of a Robert Mapplethorpe photograph which precluded our experiences being mired in the themes that the more famous Mapplethorpe photos take as their content. "Mapplethorpe is a great photographer," I argued, "and one can see this if one is willing to focus strictly on what meets your eye when you look at the picture." In short, I held the position that the aesthetic view is the formal one.Without saying more, what I did was conflate two different things. On the one hand, I argued that aesthetic experience is a natural part of life that aesthetics seeks to explore. On the other, I argued that appreciating something aesthetically was to appreciate its formal qualities, those qualities that one could access simply through looking, hearing, touching, for example. But these really are two different things.Aesthetic experiences, if we are to treat them as "raw data," must be explored without pre-conception, prejudice, or limitation. And, truly enough, the vast majority of aesthetic experiences are not focused exclusively, in terms of their contents, on formal or simple-sensory matters. Aesthetic experiences are, first, experiences. They are complex things, having to do with things as tidy as the formal qualities of the object under consideration and with things as messy as whether one had enough sleep the night before, whether one just had a fight with his roommate, whether one is carrying psychological baggage that is brought to consciousness by this particular aesthetic object. Later in this essay, I want to explore some of this complexity.The other side of what was happening in my class, the formal focus on the sensory as the basis for an aesthetic viewing, is not the substance of "aesthetic experience" per se. It is rather the basis of what we might call "aesthetic analysis." Aesthetic analysis has to do with separating out from our... (shrink)

We review the major phenomena of skilled typing and propose a model for the control of the hands and fingers during typing. The model is based upon an Activation‐Trigger‐Schema system in which a hierarchical structure of schemata directs the selection of the letters to be typed and, then, controls the hand and finger movements by a cooperative, relaxation algorithm. The interactions of the patterns of activation and inhibition among the schemata determine the temporal ordering for launching the keystrokes. To account (...) for the phenomena of doubling errors, the model has only “type” schemata—no “token” schemata—with only a weak binding between the special schema that signals a doubling, and its argument. The model exists as a working computer simulation and produces an output display of the hands and fingers moving over the keyboard. It reproduces some of the major phenomena of typing, including the interkeystroke interval times, the pattern of transposition errors found in skilled typists, and doubling errors. Although the model is clearly inadequate or wrong in some of its features and assumptions, it serves as a useful first approximation for the understanding of skilled typing. (shrink)

This popular text has now been revised to ensure that it continues to meet the needs of the growing number of people interested in all the main philosophical traditions of the world. Introduces all the main philosophical systems of the world, from ancient times to the present day. Now includes new sections on Indian and Persian thought and on feminist and environmental philosophy. The preface and bibliography have also been updated. Written by a highly successful textbook author.

In this paper, I lay out a case for why those objects of aesthetic attention which are principally characterized as natural objects should be understood not statically, as existing in merely a three-dimensional fixed state, but as dynamic, as existing in a space-time context, complete with change, movement, and flux. After this, I explain why this is important, how the dynamic nature of natural objects raises a concern for aesthetically evaluating natural objects, and how that concern may be addressed.

Published in German during the last 15 years, the 13 essays in this volume provide readers with valuable knowledge of the much discussed theme of hermeneutics today. Gadamer was an early student of Martin Heidegger and has been a lifelong friend and interpreter. These essays are an outgrowth of Gadamer's Truth and Method. They can be understood, however, independently of it. Gadamer's standpoint is a blend of Hegel's and Heidegger's, with his own independent development in part. The book contains a (...) long and highly competent introduction by the editor, David E. Linge, who has translated most of the essays. - Choice, on back cover. (shrink)

Contrary to what many philosophers believe, Calvinism neither makes the problem of evil worse nor is it obviously refuted by the presence of evil and suffering in our world. Or so most of the authors in this book claim. While Calvinism has enjoyed a resurgence in recent years amongst theologians and laypersons, many philosophers have yet to follow suit. The reason seems fairly clear: Calvinism, many think, cannot handle the problem of evil with the same kind of plausibility as other (...) more popular views of the nature of God and the nature of God's relationship with His creation. This book seeks to challenge that untested assumption. With clarity and rigor, this collection of essays seeks to fill a significant hole in the literature on the problem of evil. (shrink)

Discussions of “indeterminacy” customarily distinguish two putative types: semantic indeterminacy (SI)—indeterminacy that’s somehow the product of the semantics of our words/concepts—and metaphysical indeterminacy (MI)—indeterminacy that exists as a mind/language-independent feature of reality itself. A popular and influential thought among philosophers is that all indeterminacy must be SI. In this paper we challenge this thought. Our challenge is guided by the question: What, exactly, does it take for a case of indeterminacy to count as SI? We argue that the only satisfactory (...) answer to this question must take SI to be grounded in a more basic type of MI. We conclude that SI cannot be made sense of without implicating MI. If there’s any indeterminacy, there must be indeterminacy in the world itself. (shrink)

This popular book has now been revised to ensure that it continues to meet the needs of the growing number of people interested in all the main philosophical ...

The current literature on indeterminacy centers around two projects. One concerns the logic of indeterminacy; the other concerns its nature or source. The aim of this paper is to introduce, motivate and go some way toward addressing a new, third project: that of providing what I call a minimal characterization of indeterminacy. An MC, to a first approximation, is a relatively pre-theoretical characterization of indeterminacy that is neutral between the various substantive theories of the nature and logic of indeterminacy. An (...) MC thus captures a generic sense of indeterminacy that, at least in principle, is recognized by all parties to the debate over the phenomenon’s underlying nature and logic. I begin by introducing the concept of an MC and outlining some of the main theoretical virtues of providing an MC. I then establish some desiderata on a suitable MC, and use these desiderata to rule out various initially attractive proposals. In the final part of the paper I sketch the beginnings of my own MC and defend it against objections. (shrink)

Although scientific and commercial excitement about genomic biobanks has subsided since the biotech bust in 2000, they continue to fascinate life scientists, bioethicists, and politicians alike. Indeed, these assemblages of personal health information, human DNA, and heterogeneous capital have become and remain important events in the ethics and politics of the life sciences. For starters, they continue to reveal and produce the central scientific, technological, and economic paradigms so ascendant in biology today: genome, infotech, and market. Biobanks also illustrate what (...) might be called the new distributive politics of biomedical research. Within those politics, the commodification of persons – or at the very least, of their informational representations – has challenged the ontological, ethical, and political underpinnings of the social contract between researchers and their human research subjects. In brief, biobanks are unsettling relations between genes, tissue, medical records, and persons. But it is also clear that these relations are increasingly being restructured by new rights of control, access, exclusion, and use known as “property,” both material and intellectual. (shrink)

This popular text has now been revised to ensure that it continues to meet the needs of the growing number of people interested in all the main philosophical traditions of the world. Introduces all the main philosophical systems of the world, from ancient times to the present day. Now includes new sections on Indian and Persian thought and on feminist and environmental philosophy. The preface and bibliography have also been updated. Written by a highly successful textbook author.

The shape of theological humanism -- Ideas and challenges -- The humanist imagination -- Thinking of God -- The logic of Christian humanism -- On the integrity of life -- The task of theological humanism -- Our endangered garden -- A school of conscience -- Masks of mind -- Religion and spiritual integrity -- Living theological humanism.