Probably to most students of Moral Philosophy there comes a time when they feel a vague sense of dissatisfaction with the whole subject. And the sense of dissatisfaction tends to grow rather than to diminish. It is not so much that the positions, and still more the arguments, of particular thinkers seem unconvincing, though this is true. It is rather that the aim of the subject becomes increasingly obscure. "What," it is asked, "are we really going to learn by Moral (...) Philosophy?" "What are books on Moral Philosophy really trying to show, and when their aim is clear, why are they so unconvincing and artificial?" And again: "Why is it so difficult to substitute anything better?" Personally, I have been led by growing dissatisfaction of this kind to wonder whether the reason may not be that the subject, at any rate as usually understood, consists in the attempt to answer an improper question. And in this article, I shall venture to contend that the existence of the whole subject, as usually understood, rests on a mistake, and on a mistake parallel to that on which rests, as I think, the subject usually called the Theory of Knowledge. (shrink)

This paper studies in detail about the early years of José Gaos (1900- 1969) and his education in philosophy and literature. Therefore, we know that their studies (academic or not) were not purely “philosophical” in 1915. Literature and philosophy played in Gaos an equally important role. The first real encounter with philosophy happens before he comes to Valencia in 1915; but in this year Gaos also receives a strong education, in aesthetic and literary, through press and philosophical journals, and especially (...) within the group formed with Max Aub, José Medina Echeverría and his brother Carlos Gaos. (shrink)

This essay argues that schooling in Israel is tied too closely to ideology. This results in an indoctrinary orientation that contributes to divisiveness and imperils Israeli democracy. After reviewing and critiquing the roots of this orientation, I advance an alternative that understands education as an agent of the good rather than ideology. Israeli schooling requires a vision of goodness broad enough to encompass competing conceptions of Jewish life espoused by the majority as well as non-Jewish orientations affirmed by various minorities. (...) Such a vision can be grounded, I contend, in a democratic Jewish theology that emphasizes God as teacher rather than tyrant. (shrink)

To the question ‘What is the basis of moral obligation?’, argues that there is no general answer. It is improper to imply that all right acts are right for the same reason. Before defending this view, considers two possible grounds for moral obligation: 1) the goodness of the effects of an action, and 2) the goodness of the act itself. Whereas the former, which is broadly utilitarian, fails to comply with our real moral convictions, the latter does not capture well (...) the role that motive plays in determining the rightness of an action. Moral principles are not deducible either from one single principle or from anything that is not a principle. Each is independent and possesses its own reason as the basis for a given moral obligation. (shrink)

Estudio sobre el alcance de la concepción del pensamiento hispanoamericano en José Gaos, en su obra de los años 40. A History of Latin American Philosophy (s. XVI- XIX): / José Gaos (1900-1969).

Estudio sobre diferentes aspectos, desde la E. Moderna a la Contemporánea, en el pensamiento de J. Gaos en sus textos de los años 40.

This new edition of Introduction to Lattices and Order presents a radical reorganization and updating, though its primary aim is unchanged. The explosive development of theoretical computer science in recent years has, in particular, influenced the book's evolution: a fresh treatment of fixpoints testifies to this and Galois connections now feature prominently. An early presentation of concept analysis gives both a concrete foundation for the subsequent theory of complete lattices and a glimpse of a methodology for data analysis that is (...) of commercial value in social science. Classroom experience has led to numerous pedagogical improvements and many new exercises have been added. As before, exposure to elementary abstract algebra and the notation of set theory are the only prerequisites, making the book suitable for advanced undergraduates and beginning graduate students. It will also be a valuable resource for anyone who meets ordered structures. (shrink)

Given the generic canonical probability in phase φ=exp[β(Ψ-H)], contact is traditionally made with phenomenological thermodynamics by comparing the identity δ〈φ〉=0 with the relationTδS=δU+δW, δ indicating an arbitrary infinitesimal variation of the thermodynamic coordinates and angular brackets ensemble means. This paper is concerned with the inverse problem of finding both the generic form of the phase functionw such thatS=〈w〉 and the explicit form φ=αexp[(F-H)/kT] of the canonical distribution on the basis of the requirement that the consequences of the phenomenological laws must (...) be safeguarded, i.e., the relations between the quantities which are their concomitants must also be satisfied by their statistical representatives. Given the generic statistical formalism and specifically thatU=〈H〉, δW=−〈δH〉, the problem is soluble, granted the following generic assumption: “the statistical representative of the entropy is the ensemble mean of a function which depends upon the phase through φ alone.”. (shrink)

The concern for ethical principles and values is not limited to health professionals alone. However, ethical principles in nursing act as safety valves for social control to prevent professional misconduct and abuse of the rights of clients. As a result of colonial experience, developing countries like Botswana usually follow the European lead, especially examples from the UK. This article examines the ethical problems and dilemmas associated with rural nursing practice in Botswana, a developing country in sub-Saharan Africa. The major ethical (...) problems identified are related to the distribution of and access to health resources in rural communities. It is proposed that nurses must assume responsibility in the field of access and allocation by working collaboratively with governments and other professional bodies, and that nurses as a global community must work together as a team to support each other. (shrink)

In elementary derivations of the quantization of azimuthal angular momentum the eigenfunction is determined to be exp(im φ), which is “oversensitive” to the rotation φ → φ+2π, unlessm is an integer. In a recent paper Kerner examined the classical system of charge and magnetic pole, and expressed Π, a vector constant of motion for the system, in terms of a physical angle ψ, to deduce a remarkable paradox. Kerner pointed out that Π(ψ) is “oversensitive” to ψ → ψ+2π unless a (...) certain charge quantization condition is met. Our explicandum of this paradox highlights the distinction between coordinates in classical and quantum physics. It is shown why the single-valuedness requirement on Π(ψ) is devoid of physical significance. We are finally led to examine the classical analog of the quantum mechanical argument that demonstrates the quantization of magnetic charge, to show that there is “no hope” of a classical quantization condition. (shrink)

What role does the wild duck play in Ibsen's famous drama? I argue that, besides mirroring the fate of the human cast members, the duck is acting as animal subject in a quasi-experiment, conducted in a private setting. Analysed from this perspective, the play allows us to discern the epistemological and ethical dimensions of the new scientific animal practice (systematic observation of animal behaviour under artificial conditions) emerging precesely at that time. Ibsen's play stages the clash between a scientific and (...) a romantic understanding of animals that still constitutes the backdrop of most contemporary debates over animals in research. Whereas the scientific understanding reduces the animal's behaviour, as well as its environment, to discrete and modifiable elements, the romantic view regards animals as being at one with (or violently disconnected from) their natural surroundings. (shrink)

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