The Unknowable, arguably the greatest Russian philosophical work of the 20th century, was the culmination of S. L. Frank's intellectual and spiritual development, the boldest and most imaginative of all his writings, containing a synthesis of epistemology, ontology, social philosophy, religious philosophy, and personal spiritual experience.

Since its publication almost 150 years ago, The Idea of a University has had an extraordinary influence on the shaping and goals of higher education. The issues that John Henry Newman raised--the place of religion and moral values in the university setting, the competing claims of liberal and professional education, the character of the academic community, the cultural role of literature, the relation of religion and science--have provoked discussion from Newman's time to our own. This edition of The Idea of (...) a University includes the full text of "University Teaching" and four selections from "University Subjects," together with five essays by leading scholars that explore the background and the present day relevance of Newman's themes. In the essays Martha Garland discusses the character and organization of the early nineteenth-century English universities upon which Newman based much of his vision; Frank M. Turner traces the impact of Newman's influence during the vast expansion of higher education since World War II; George Marsden investigates how the decreasing emphasis on religion has affected higher education; Sara Castro Klaren examines the implications of Newman's views on education and literature for current debates between proponents of a curriculum based on western civilization and one based on multiculturalism; and George Landow considers what the advent of electronic communication will mean to university teaching, research, and community. To aid accessibility, the edition also includes an analytical table of contents, a chronology and biographical sketch of Newman's life, questions for discussion, expanded notes, and a glossary of names, all of which will help make this the standard teaching text for Newman's work. (shrink)

Time travel has been a staple of science fiction. With the advent of general relativity it has been entertained by serious physicists. But, especially in the philosophy literature, there have been arguments that time travel is inherently paradoxical. The most famous paradox is the grandfather paradox: you travel back in time and kill your grandfather, thereby preventing your own existence. To avoid inconsistency some circumstance will have to occur which makes you fail in this attempt to kill your grandfather. Doesn't (...) this require some implausible constraint on otherwise unrelated circumstances? We examine such worries in the context of modern physics. (shrink)

The ‘Principal Principle’ states, roughly, that one's subjective probability for a proposition should conform to one's beliefs about that proposition's objective chance of coming true. David Lewis has argued (i) that this principle provides the defining role for chance; (ii) that it conflicts with his reductionist thesis of Humean supervenience, and so must be replaced by an amended version that avoids the conflict; hence (iii) that nothing perfectly deserves the name ‘chance’, although something can come close enough by playing the (...) role picked out by the amended principle. We show that in fact there must be ‘chances’ that perfectly play what Lewis takes to be the defining role. But this is not the happy conclusion it might seem, since these ‘chances’ behave too strangely to deserve the name. The lesson is simple: much more than the Principal Principle—more to the point, much more than the connection between chance and credence—informs our understanding of objective chance. 1 Introduction 2 Preliminaries 3 Undermining futures and the New Principle 4 The Old Principle rescued? 5 The New Bug 6 Conclusion. (shrink)

Richard Feynman has claimed that anti-particles are nothing but particles `propagating backwards in time'; that time reversing a particle state always turns it into the corresponding anti-particle state. According to standard quantum field theory textbooks this is not so: time reversal does not turn particles into anti-particles. Feynman's view is interesting because, in particular, it suggests a nonstandard, and possibly illuminating, interpretation of the CPT theorem. In this paper, we explore a classical analog of Feynman's view, in the context of (...) the recent debate between David Albert and David Malament over time reversal in classical electromagnetism. (shrink)

Lectures delivered as the Mary Flexner Lectures, Bryn Mawr College, fall 1965, under the title: The long perspectives.

What is honor? Is it the same as reputation? Or is it rather a sentiment? Is it a character trait, like integrity? Or is it simply a concept too vague or incoherent to be fully analyzed? In the first sustained comparative analysis of this elusive notion, Frank Stewart writes that none of these ideas is correct. Drawing on information about Western ideas of honor from sources as diverse as medieval Arthurian romances, Spanish dramas of the sixteenth and seventeenth centuries, (...) and the writings of German jurists of the nineteenth and twentieth centuries, and comparing the European ideas with the ideas of a non-Western society—the Bedouin—Stewart argues that honor must be understood as a right, basically a right to respect. He shows that by understanding honor this way, we can resolve some of the paradoxes that have long troubled scholars, and can make sense of certain institutions that have not hitherto been properly understood. Offering a powerful new way to understand this complex notion, _Honor_ has important implications not only for the social sciences but also for the whole history of European sensibility. (shrink)

A theory is usually said to be time reversible if whenever a sequence of states S 1, S 2, S 3 is possible according to that theory, then the reverse sequence of time reversed states S 3 T, S 2 T, S 1 T is also possible according to that theory; i.e., one normally not only inverts the sequence of states, but also operates on the states with a time reversal operator T. David Albert and Paul Horwich have suggested that (...) one should not allow such time reversal operations T on states. I will argue that time reversal operations on fundamental states should be allowed. I will furthermore argue that the form that time reversal operations take is determined by the type of fundamental geometric quantities that occur in nature and that we have good reason to believe that the fundamental geometric quantities that occur in nature correspond to irreducible representations of the Lorentz transformations. Finally, I will argue that we have good reason to believe that space-time has a temporal orientation. (shrink)

In this paper we investigate first order common knowledge logics; i.e., modal epistemic logics based on first order logic with common knowledge operators. It is shown that even rather weak fragments of first order common knowledge logics are not recursively axiomatizable. This applies, for example, to fragments which allow to reason about names only; that is to say, fragments the first order part of which is based on constant symbols and the equality symbol only. Then formal properties of "quantifying into" (...) epistemic contexts are investigated. The results are illustrated by means of epistemic representations of Nash Equilibria for finite games with mixed strategies. (shrink)

Frank Jackson, Philip Pettit, and Michael Smith have been at the forefront of philosophy in Australia for much of the last two decades, and their collaborative work has had widespread influence throughout the world. Mind, Morality, and Explanation collects the best of that work in a single volume, showcasing their seminal contributions to philosophical psychology, the theory of psychological and social explanation, moral theory, and moral psychology.

A theory is usually said to be time reversible if whenever a sequence of states S 1 , S 2 , S 3 is possible according to that theory, then the reverse sequence of time reversed states S 3 T , S 2 T , S 1 T is also possible according to that theory; i.e., one normally not only inverts the sequence of states, but also operates on the states with a time reversal operator T . David Albert and (...) Paul Horwich have suggested that one should not allow such time reversal operations T on states. I will argue that time reversal operations on fundamental states should be allowed. I will furthermore argue that the form that time reversal operations take is determined by the type of fundamental geometric quantities that occur in nature and that we have good reason to believe that the fundamental geometric quantities that occur in nature correspond to irreducible representations of the Lorentz transformations. Finally, I will argue that we have good reason to believe that space-time has a temporal orientation. (shrink)

Evaluative conditioning (EC) is one of the terms that is used to refer to associatively induced changes in liking. Many controversies have arisen in the literature on EC. Do associatively induced changes in liking actually exist? Does EC depend on awareness of the fact that stimuli are associated? Is EC resistant to extinction? Does attention help or hinder EC? As an introduction to this special issue, we will discuss the extent to which the papers that are published in this issue (...) help to resolve some of the controversies that surround EC. We also speculate about possible boundary conditions of EC and attempt to reconcile conflicting results on the functional properties of EC. (shrink)

Ever since Kant, moral philosophers have been more or less animated by the mission of discovering inescapable law-like rules that would provide a binding justification for morality. Recently, however, many have started to question whether this is possible and what, after all, this project could achieve. An alternative vision of the task of moral philosophy starts from the pragmatist idea that philosophizing begins and ends in human experiencing. It leads to a view where morality is seen as a “social technology” (...) that aims to make living together possible, and strengthens people's capability to live a good life within a society. The role of moral philosophy is, accordingly, to develop our moral tools further. Moral philosophers become ethical engineers who use their expertise in ethical topics to criticize existing “moral technology” and construct new concepts, tools, and theories that better answer the current challenges for living a good life. (shrink)

The literature on human mate preferences is vast but most data come from studies on college students in complex societies, who represent a thin slice of cultural variation in an evolutionarily novel environment. Here, I present data on the mate preferences of men and women in a society of hunter-gatherers, the Hadza of Tanzania. Hadza men value fertility in a mate more than women do, and women value intelligence more than men do. Women place great importance on men’s foraging, and (...) both sexes rate character as important. Unlike college students, Hadza men place considerable importance on women being hard-working, and Hadza women cite looks about as often as men do. (shrink)

Produced in honor of White's eightieth birthday, _Re-Figuring Hayden White_ testifies to the lasting importance of White's innovative work, which firmly reintegrates historical studies with literature and the humanities. The book is a major reconsideration of the historian's contributions and influence by an international group of leading scholars from a variety of disciplines. Individual essays address the key concepts of White's intellectual career, including tropes, narrative, figuralism, and the historical sublime while exploring the place of White's work in the philosophy (...) of history, postmodernism, and ethics. They also discuss his role as historian and teacher and apply his ideas to specific historical events. (shrink)

We discuss findings on evaluative conditioning (EC) that are problematic for the account of learning, namely, dissociations between conscious beliefs and acquired (dis)liking. We next argue that, both for EC and for Pavlovian learning in general, conditioned responding cannot rationally be inferred from propositional knowledge type and that, therefore, performance cannot be explained.

It has been argued that the existence of faster than light particles in the context of special relativity would imply the possibility to influence the past, and that this would lead to paradox. In this paper I argue that such conclusions cannot safely be drawn without consideration of the equations of motion of such particles. I show that such equations must be non-local, that they can be deterministic, and that they can avoid the suggested paradoxes. I also discuss conservation of (...) energymomentum, and how instantaneous action at a distance can avoid similar paradoxes. *I am most grateful for helpful comments made by John Earman, and especially John Norton, who is responsible for anything that makes sense in this paper. I am also grateful for the reception of a Mellon postdoctoral fellowship, which supported me whilst doing the research for this paper. (shrink)

The COVID-19 pandemic created a situation for the implementation of emergency remote learning. This meant that as a lecturer at a traditionalist University of contact sessions, the pandemic forced us to teach remotely through online methods of communication, using online lectures, narrated powerpoints, voice clips, podcasts, interviews and interactive videos. The assessments were conducted online from assignments to multiple choice questions, which forced the lecturers to think differently about the way the assessments were presented, in order to avoid easy access (...) to answers found in a textbook and online. This meant that more application questions of theory to practice were assessed in a more challenging way to prevent cheating and collaboration with peers. Formal assessments completed during emergency remote learning, have become the past practice, as innovative methods have been adopted for learning and for assessment purposes in order to preserve the integrity and attainment of the degree through online modes of learning. The aim of the paper investigates and explores the methods of teaching, together with the results obtained from the students of 2019 and 2020 in their final year relating to two final year modules against the literature relating to learning processes and methodologies. (shrink)

In Professor Ryle's words, the aim of the book is to offer "what may with reservations be described as a theory of the mind". But it claims to give no new information about minds but rather to "rectify the logical geography of the knowl- edge which we already possess". The need for rectification comes from a fundamental error underlying the generally accepted or official doctrine about the nature and status of Mind, a doctrine which hails chiefly from Descartes. This doctrine (...) "is not merely an assemblage of particular mistakes. It is one big mistake and a mistake of a special kind. It is, namely, a category-mistake". Hence it is wrong to speak of Minds and Bodies as if they are similar kinds of things that can be coupled in the same phrase; wrong to suppose that there are mental events which are hidden and unwitnessable counterparts of bodily events; wrong to suppose that our mental activities and characters are never known to other people because private and accessible in some privileged way only to ourselves. This is the large and radical undertaking to which Professor Ryle addresses himself. After a description of the Cartesian "myth" and a statement in detail of the nature of the general error underlying it, there follows a series of attempts to grapple with particular aspects of mental life, with the aim of showing in each case why the "official" doctrine is untenable and that mental concepts must be understood in quite a different way. (shrink)

What make utterances and beliefs of other persons on the base of behaviour intelligible? D. Davidson gives us a possible answer in his analysis of the holistic nature of beliefs from the view point of radical interpretation. D. Davidsons argument is, that having propositional attitudes is a nesessary condition for understanding of (personal) utterances. In the context of his theory of radical interpretation will given an explication and a refutation of critics of the still not enough recipated thesis of D. (...) Davidson. (shrink)

The anatomist Nicolaus Steno, a key figure of the Scientific Revolution and founder of modern geology, engaged in research on human procreation and proved for the first time that women have ovaries and not so-called female testicles. Steno took the view of “simultaneous animation” of the embryo and demythologized malformations of the embryo by appealing to original sin. His sexual ethics presages the pastoral constitution Gaudium et spes. Steno, who was later ordained a priest and consecrated a bishop, was a (...) defender of human life and looked at the human body as an “interpreter” of divine love. He was beatified by Pope St. John Paul II in 1988; his tomb is in the Basilica San Lorenzo in Florence. National Catholic Bioethics Quarterly 15.1 : 107–126. (shrink)

Menopause is puzzling because life-history theory predicts there should be no selection for outliving one’s reproductive capacity. Adaptive explanations of menopause offered thus far turn on women’s long-term investment in offspring and grandoffspring, all variations on the grandmother hypothesis. Here, I offer a very different explanation. The patriarch hypothesis proposes that once males became capable of maintaining high status and reproductive access beyond their peak physical condition, selection favored the extension of maximum life span in males. Because the relevant genes (...) were not on the Y chromosome, life span increased in females as well. However, the female reproductive span was constrained by the depletion of viable oocytes, which resulted in menopause. (shrink)

It has often been argued – especially by historicists – that history deals with the individual where science focuses on the universal. But few philosophers would nowadays express their agreement with the historicist’s demarcation between history and the sciences. A standard criticism is that knowledge of the individual can only be expressed by an appeal to universals. This essay is an effort to rehabilitate the historicist argument by means of a closer and more accurate analysis of the notion of the (...) individual than is given in the traditional historicist account of the nature of historical writing. Leibniz’s conception of the substance or the monad proves to be quite helpful here. (shrink)