A Re-Appraisal of Kierkegaard provides the reader with a critical summation of Kierkegaard's basic existential insights into the problems and meanings of time and eternity as related to existence, knowledge and faith.

Slaatte outlines the prescriptions for overcoming the symptoms of our cultural cancer through the recovery of cultural values.

Plato's Dialogues and Ethics provides a comprehensive discussion of the basic principles of Plato's philosophy based on his dialogues on the great virtues. Drawing on over 40 years of academic experience, Slaatté explores Plato's ethics and compares them to Aristotle's views. One of the distinctive features of Slaatté's work is his consideration of Plato's influence on Christianity and contemporary society. This compelling study is essential for those with an interest in classics or philosophy.

This article brings critical pressure to bear on two different critical terms: modernism and camp. Arguing that these two historically and theoretically weighted categories have much to tell us when read in relation to each other, this article revisits the short fiction of the canonical modernist Virginia Woolf, and debates the critical significance of the work of a hitherto overlooked late modernist, Charles Henri Ford. Comparing and contrasting the very different writing styles of these important modern cultural producers, this article (...) moves to affirm a fresh and queer object of significant scholarly interest: camp modernism. (shrink)

Luca Guadagnino's Suspiria aggressively foregrounds a term from the discourse of psychoanalysis, now a relic of twentieth-century philosophical and psychological thought, with which to negot...

While the phrase "metaphysics of science" has been used from time to time, it has only recently begun to denote a specific research area where metaphysics meets philosophy of science—and the sciences themselves. The essays in this volume demonstrate that metaphysics of science is an innovative field of research in its own right. The principle areas covered are: The modal metaphysics of properties: What is the essential nature of natural properties? Are all properties essentially categorical? Are they all essentially dispositions, (...) or are some categorical and others dispositional? Realism in mathematics and its relation to science: What does a naturalistic commitment of scientific realism tell us about our commitments to mathematical entities? Can this question be framed in something other than a Quinean philosophy? Dispositions and their relation to causation: Can we generate an account of causation that takes dispositionality as fundamental? And if we take dispositions as fundamental, what is the ontological ground of dispositions? Pandispositionalism: Could all properties be dispositional in nature? Natural kinds: Are there natural kinds, and if so what account of their nature should we give? For example, do they have essences? Here we consider how these issues may be illuminated by considering examples from reals science, in particular biochemistry and neurobiology. (shrink)

In any probabilistic theory, we say that a bipartite state ω on a composite system AB steers its marginal state ω B if, for any decomposition of ω B as a mixture ω B =∑ i p i β i of states β i on B, there exists an observable {a i } on A such that the conditional states $\omega_{B|a_{i}}$ are exactly the states β i . This is always so for pure bipartite states in quantum mechanics, a fact (...) first observed by Schrödinger in 1935. Here, we show that, for weakly self-dual state spaces (those isomorphic, but perhaps not canonically isomorphic, to their dual spaces), the assumption that every state of a system A is steered by some bipartite state of a composite AA consisting of two copies of A, amounts to the homogeneity of the state cone. If the state space is actually self-dual, and not just weakly so, this implies (via the Koecher-Vinberg Theorem) that it is the self-adjoint part of a formally real Jordan algebra, and hence, quite close to being quantum mechanical. (shrink)

Using a result of H. Hanche-Olsen, we show that (subject to fairly natural constraints on what constitutes a system, and on what constitutes a composite system), orthodox finite-dimensional complex quantum mechanics with superselection rules is the only non-signaling probabilistic theory in which (i) individual systems are Jordan algebras (equivalently, their cones of unnormalized states are homogeneous and self-dual), (ii) composites are locally tomographic (meaning that states are determined by the joint probabilities they assign to measurement outcomes on the component systems) (...) and (iii) at least one system has the structure of a qubit. Using this result, we also characterize finite dimensional quantum theory among probabilistic theories having the structure of a dagger-monoidal category. (shrink)

I investigate the normative status of an unexamined category of emotions: ‘lyrical’ emotions about the transience of things. Lyrical emotions are often accused of sentimentality—a charge that expresses the idea that they are unfitting responses to their objects. However, when we test the merits of that charge using the standard model of emotion evaluation, a surprising problem emerges: it turns out that we cannot make normative distinctions between episodes of such feelings. Instead, it seems that lyrical emotions are always fitting. (...) Although this claim is counterintuitive, the price of denying it is to hold that such emotions are never fitting—an equally strange result. If this is correct, then the commonplace discourse of sentimentality surrounding lyrical emotions lacks normative moorings. (shrink)

In the categorical approach to the foundations of quantum theory, one begins with a symmetric monoidal category, the objects of which represent physical systems, and the morphisms of which represent physical processes. Usually, this category is taken to be at least compact closed, and more often, dagger compact, enforcing a certain self-duality, whereby preparation processes (roughly, states) are interconvertible with processes of registration (roughly, measurement outcomes). This is in contrast to the more concrete “operational” approach, in which the states and (...) measurement outcomes associated with a physical system are represented in terms of what we here call a convex operational model: a certain dual pair of ordered linear spaces–generally, not isomorphic to one another. On the other hand, state spaces for which there is such an isomorphism, which we term weakly self-dual, play an important role in reconstructions of various quantum-information theoretic protocols, including teleportation and ensemble steering. In this paper, we characterize compact closure of symmetric monoidal categories of convex operational models in two ways: as a statement about the existence of teleportation protocols, and as the principle that every process allowed by that theory can be realized as an instance of a remote evaluation protocol—hence, as a form of classical probabilistic conditioning. In a large class of cases, which includes both the classical and quantum cases, the relevant compact closed categories are degenerate, in the weak sense that every object is its own dual. We characterize the dagger-compactness of such a category (with respect to the natural adjoint) in terms of the existence, for each system, of a symmetric bipartite state, the associated conditioning map of which is an isomorphism. (shrink)

This article argues against two theories that obscure our understanding of emotions whose objects are other emotions. The tripartite model of emotional intentionality holds that an emotion's relation to its object is necessarily mediated by an additional representational state; I argue that metaemotions are an exception to this claim. The hierarchical model positions metaemotions as stable, epistemically privileged higher-order appraisals of lower-level emotions; I argue that this clashes with various features of complex metaemotional experiences. The article therefore serves dual purposes, (...) offering metaemotions as a counterexample to an intuitive thesis about emotional intentionality, and examining their intentional structure in its own right. (shrink)

In this clearly written and astute book the author provides an excellent introduction to Kant’s doctrine of right and politics. One of the main preoccupations is to show that the doctrine of right...

In lieu of an abstract, here is a brief excerpt of the content:Embedding Creativity in Teaching and LearningHoward Cannatella (bio)IntroductionCreative teaching ranges from the view that creativity is necessary for a changing knowledge economy to a more individualized view that encompasses a person-centered approach. None of these views are advanced in this essay, as I feel that there are important weaknesses in taking either position. Instead, my main purpose is to discuss how certain kinds of creative activity can substantially transform (...) educational practice without necessarily succumbing to any of the above conceptions of creativity. My educational approach to creative activity relates to one aspect of Alasdair Macintyre's, After Virtue; the notion that creativity only flourishes via a devotion to a particular practice.1 For such practice to flourish it has to immerse itself in a type of personal address that revolves and combines in various ways what Maurice Merleau-Ponty refers to as "self-others-things."2Any claim to suggest that education should engage creativity more than it currently does can stir some reasonable criticism, for there are clearly a plethora of other important factors to consider in student learning. Yet, to a degree, the practice of creativity is, I think, being dissipated and weakened, where ambivalence and ill-informed ideas are increasingly obscuring its place. My own thinking on this displacement which has some connections with John White's view and in a different sense with Howard Gardner's, is that if we offer via teaching situations geometrical puzzles, visual problem solving exercises and the like, such exercises although perhaps amusing in themselves are hardly taking up the same refined order of creative display exhibited by those most credited as being creatively talented.3 Indeed, to surmise that creativity is a construal of left hand side verses right hand side brain activity; that one can show different color cards on a monitor or play a short excerpt of Beethoven's Pastoral symphony in order to accelerate student learning are at the very least questionable creative assumptions. In [End Page 59] contrast, what I aim to show from one perspective as a crucial distinction is how creativity is involved in fundamental painstaking ways with the phenomenological. When the landscape of this kind of learning presupposes the opening of oneself to the world, the stretching of a mind, the thickening of one's perceptions, and the discovery of a deeper and richer self through living, one will tend to experience as life enhancing more of nature, previously unfelt and articulated modes of being in the world.Clearly, as a lecturer one has to inspire students. One of the best ways I know of doing this is through satisfying and intensifying students' creative appetite. Although I will not discuss it here there is some evidence to suggest that the need for creativity is biologically, physically, and psychologically an essential part of human nature, necessary for human-reproduction, growth, and cultural striving.4 The lecturer who fails to stimulate students' creativity, their being in the world, may be unwittingly inhibiting their cognitive, emotional, and physical well-being; preventing them from realizing their potential. Indeed, some learning problems can be attributed to the unconscious or deliberate stifling of creativity in student lives. We can see this happening when one feels emotionally or intellectually repressed, unable to express oneself openly, to take delight in what one has achieved, to note one's own unique sensitivity, and to experience personally the many wonders in the world. Although we may not articulate it, without a modicum of creative outlet, life can appear very cruel. Further, some of the benefits of creativity can be seen in studio teaching situations in which, as Charles Bingham and Alexander Sidorkin imply, the dynamics of aesthetic creativity encourage power-sharing and the fostering of non-dominated pedagogical relationships.5 As both Immanuel Kant and Friedrich Schiller realized two centuries ago, creativity has the capacity to foster educationally a particular kind of freedom essential to sustaining an alert, liberal, and questioning mind.6 There is also much empirical evidence, at least in the arts, to show how creative practice can assist the clarification of ideas, advancement in thought, and concentration in learning. The notebooks, papers, and recordings of Mozart... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Embedding Creativity in Teaching and LearningHoward Cannatella (bio)IntroductionCreative teaching ranges from the view that creativity is necessary for a changing knowledge economy to a more individualized view that encompasses a person-centered approach. None of these views are advanced in this essay, as I feel that there are important weaknesses in taking either position. Instead, my main purpose is to discuss how certain kinds of creative activity can substantially transform (...) educational practice without necessarily succumbing to any of the above conceptions of creativity. My educational approach to creative activity relates to one aspect of Alasdair Macintyre's, After Virtue; the notion that creativity only flourishes via a devotion to a particular practice.1 For such practice to flourish it has to immerse itself in a type of personal address that revolves and combines in various ways what Maurice Merleau-Ponty refers to as "self-others-things."2Any claim to suggest that education should engage creativity more than it currently does can stir some reasonable criticism, for there are clearly a plethora of other important factors to consider in student learning. Yet, to a degree, the practice of creativity is, I think, being dissipated and weakened, where ambivalence and ill-informed ideas are increasingly obscuring its place. My own thinking on this displacement which has some connections with John White's view and in a different sense with Howard Gardner's, is that if we offer via teaching situations geometrical puzzles, visual problem solving exercises and the like, such exercises although perhaps amusing in themselves are hardly taking up the same refined order of creative display exhibited by those most credited as being creatively talented.3 Indeed, to surmise that creativity is a construal of left hand side verses right hand side brain activity; that one can show different color cards on a monitor or play a short excerpt of Beethoven's Pastoral symphony in order to accelerate student learning are at the very least questionable creative assumptions. In [End Page 59] contrast, what I aim to show from one perspective as a crucial distinction is how creativity is involved in fundamental painstaking ways with the phenomenological. When the landscape of this kind of learning presupposes the opening of oneself to the world, the stretching of a mind, the thickening of one's perceptions, and the discovery of a deeper and richer self through living, one will tend to experience as life enhancing more of nature, previously unfelt and articulated modes of being in the world.Clearly, as a lecturer one has to inspire students. One of the best ways I know of doing this is through satisfying and intensifying students' creative appetite. Although I will not discuss it here there is some evidence to suggest that the need for creativity is biologically, physically, and psychologically an essential part of human nature, necessary for human-reproduction, growth, and cultural striving.4 The lecturer who fails to stimulate students' creativity, their being in the world, may be unwittingly inhibiting their cognitive, emotional, and physical well-being; preventing them from realizing their potential. Indeed, some learning problems can be attributed to the unconscious or deliberate stifling of creativity in student lives. We can see this happening when one feels emotionally or intellectually repressed, unable to express oneself openly, to take delight in what one has achieved, to note one's own unique sensitivity, and to experience personally the many wonders in the world. Although we may not articulate it, without a modicum of creative outlet, life can appear very cruel. Further, some of the benefits of creativity can be seen in studio teaching situations in which, as Charles Bingham and Alexander Sidorkin imply, the dynamics of aesthetic creativity encourage power-sharing and the fostering of non-dominated pedagogical relationships.5 As both Immanuel Kant and Friedrich Schiller realized two centuries ago, creativity has the capacity to foster educationally a particular kind of freedom essential to sustaining an alert, liberal, and questioning mind.6 There is also much empirical evidence, at least in the arts, to show how creative practice can assist the clarification of ideas, advancement in thought, and concentration in learning. The notebooks, papers, and recordings of Mozart... (shrink)

Let the chain antichain principle (CAC) be the statement that each partial order on $\mathbb{N}$ possesses an infinite chain or an infinite antichain. Chong, Slaman, and Yang recently proved using forcing over nonstandard models of arithmetic that CAC is $\Pi^1_1$-conservative over $\text{RCA}_0+\Pi^0_1\text{-CP}$ and so in particular that CAC does not imply $\Sigma^0_2$-induction. We provide here a different purely syntactical and constructive proof of the statement that CAC (even together with WKL) does not imply $\Sigma^0_2$-induction. In detail we show using a (...) refinement of Howard's ordinal analysis of bar recursion that $\text{WKL}_0^\omega+\text{CAC}$ is $\Pi^0_2$-conservative over PRA and that one can extract primitive recursive realizers for such statements. Moreover, our proof is finitary in the sense of Hilbert's program. CAC implies that every sequence of $\mathbb{R}$ has a monotone subsequence. This Bolzano-Weierstraß}-like principle is commonly used in proofs. Our result makes it possible to extract primitive recursive terms from such proofs. We also discuss the Erdős-Moser principle, which—taken together with CAC—is equivalent to $\text{RT}^2_2$. (shrink)

This is a review of Alexander Bird's book on Thomas Kuhn.

In this paper we study with proof-theoretic methods the function(al) s provably recursive relative to Ramsey's theorem for pairs and the cohesive principle (COH). Our main result on COH is that the type 2 functional provably recursive from $RCA_0 + COH + \Pi _1^0 - CP$ are primitive recursive. This also provides a uniform method to extract bounds from proofs that use these principles. As a consequence we obtain a new proof of the fact that $WKL_0 + \Pi _1^0 - (...) CP + COH$ is $\Pi _1^0 $ -conservative over PRA. Recent work of the first author showed that $\Pi _1^0 + CP + COH$ is equivalent to a weak variant of the Bolzano-Weierstraß principle. This makes it possible to use our results to analyze not only combinatorial but also analytical proofs. For Ramsey's theorem for pairs and two colors $\left( {RT_2^2 } \right)$ we obtain the upper bounded that the type 2 functionals provable recursive relative to $RCA_0 + \sum\nolimits_2^0 {IA + RT_2^2 } $ are in T₁. This is the fragment of Gödel's system T containing only type 1 recursion—roughly speaking it consists of functions of Ackermann type. With this we also obtain a uniform method for the extraction of T₁-bounds from proofs that use RT2..... Moreover, this yields a new proof of the fact that $WKL_0 + \sum\nolimits_2^0 {IA} + RT_2^2 $ is $\Pi _1^0 $ -conservative over $RCA_0 + \sum\nolimits_2^0 { - IA} $ . The results are obtained in two steps: in the first step a term including Skolem functions for the above principles is extracted from a given proof. This is done using Gödel's functional interpretation. After this the term is normalized, such that only specific instances of the Skolem functions are used. In the second step this term is interpreted using $\Pi _1^0 $ -comprehension. The comprehension is then eliminated in favor of induction using either elimination of monotone Skolem functions (for COH) or Howard's ordinal analysis of bar recursion (for $RT_2^2 $. (shrink)

This book is a long-term consequence of Nelson Goodman’s 1960s ‘Project Zero’ to study the state of higher education in the United States. It is traditional in one respect, and contemporary in anot...

This research partially answers the question raised by Goncharov about the size of the class of positive elements of a Roger's semilattice. We introduce a notion of effective infinity of classes of computable enumerations. Then, using finite injury priority method, we prove five theorems which give sufficient conditions to be effectively infinite for classes of all enumerations without repetitions, positive undecidable enumerations, negative undecidable enumerations and all computable enumerations of a family of r.e. sets. These theorems permit to strengthen the (...) results of Pour-El, Pour-El and Howard, Ershov and Khutoretskii about existence of enumerations without repetitions and positive undecidable enumerations. (shrink)

While it might seem prima facie plausible that divine foreknowledge is all that is needed for prophecy, this seems incorrect. To issue a prophecy, God hasto know not just how someone will act, but how someone would act were the prophecy issued. This makes some think that Middle Knowledge is required.I argue that Thomas Flint’s two Middle Knowledge based accounts of prophecy are unsatisfactory, but one of them can be repaired. However the resources needed for repair also yield a sketch (...) of a foreknowledge-only account of prophecy. (shrink)

Adult education has long been the Cinderella of the education system. This is not helped by the fact that there is currently an impasse between employers, government and individuals over who should finance such training. So what, if anything, can philosophers do to help resolve the normative question of who ought to pay, setting aside for the moment the practical question of how this might be put into effect? An important strand of contemporary egalitarian philosophy argues that equality of opportunity (...) for education should be implemented in such a way that children with the same level of talent and the same willingness to make an effort have the same opportunity to attain skills and qualifications such that they are each able (at the onset of adult life) to compete effectively with others for advantageous positions and rewards in society. But what about children or teenagers who drop out of education or make such little effort that they achieve wholly inadequate exam results? Should they be offered second and third chances for free education as adults funded by the state? A case is made for lifelong as opposed to one-off equality of opportunity for education on a number of grounds, including efficiency, utility, the value of choice, the social bases of self-respect and responsibility-catering prioritarianism. This last view supports lifelong access to education (for reasons of priority) but with the additional (responsibility-catering) stipulation that adults should contribute at least some of the costs themselves in so far as they are accountable for not making enough effort the first time around. (shrink)

Howard J. Curzer presents a fresh new reading of Aristotle's Nicomachean Ethics, which brings each of the virtues alive. He argues that justice and friendship are symbiotic in Aristotle's view; reveals how virtue ethics is not only about being good, but about becoming good; and describes Aristotle's ultimate quest to determine happiness.

This article considers whether or not there are any global egalitarian rights through a critical examination of the political philosophy of Ronald Dworkin. Although Dworkin maintains that equal concern is the special and indispensable virtue of sovereigns and the hallmark of a fraternal political community, it is far from obvious whether the demands of equality stop at state borders. While some scholars in the field—most notably Thomas Pogge—posit the existence of negative rights in relation to social and economic inequalities at (...) the global level, here I try to defend the existence of positive global egalitarian rights by appealing to Dworkin’s own two principles of ethical individualism. I also set out the framework for a version of what I call global luck egalitarianism based on Dworkin’s equality of resources and try to respond to David Miller’s charge that comparative principles of justice do not apply at the global level. (shrink)

Ulf Schmidt, writing on “Medical Ethics and Nazism” in the recently published Cambridge World History of Medical Ethics, states:In 1920, the lawyer Karl Binding and the psychiatrist Alfred Hoche published their tract Permission for the Destruction of Life Unworthy of Life. … Their positivistic theory was a combination of legal norms and medical arguments that granted the state fundamental rights while overriding the rights of individuals. The traditional moral belief system that advocated care and compassion for the weak and unproductive (...) was radically called into question. The book was written in the wake of World War I; readers were asked to compare the “battlefields littered with.. (shrink)