Participants were required to switch among randomly ordered tasks, and instructional cues were used to indicate which task to execute. In Experiments 1 and 2, the participants indicated their readiness for the task switch before they received the target stimulus; thus, each trial was associated with two primary dependent measures: (1) readiness time and (2) target reaction time. Slow readiness responses and instructions emphasizing high readiness were paradoxically accompanied by slow target reaction time. Moreover, the effect of task switching on (...) readiness time was an order of magnitude smaller then the (objectively estimated) duration required for task preparation (Experiment 3). The results strongly suggest that participants have little conscious awareness of their preparedness and challenge commonly accepted assumptions concerning the role of consciousness in cognitive control. (shrink)

Israel Scheffler is the pre-eminent philosopher of education in the English-speaking world today. This volume collects seventeen original, invited papers on Scheffler's philosophy of education by scholars from around the world. The papers address the wide range of topics that Scheffler's work in philosophy of education has addressed, including the aims of education, cognition and emotion, teaching, the language of education, science education, moral education, religious education, and human potential. Each paper is followed by a response from Scheffler himself. (...) The collection is essential reading for anyone concerned with contemporary scholarship in philosophy of education, or with the place of this singularly important author in it. (shrink)

Like the Theory of Event Coding (TEC), theories of executive functions depict cognition as a flexible and goal-directed system rather than a reflex-like one. Research on task-switching, a dominant paradigm in executive control, has revealed complex and some apparently counterintuitive results. Many of these are readily explained by assuming, like TEC, that cognitive control is based on selecting information from commensurate representations of stimuli and actions.

In the wake of the Scientific Revolution, the late seventeenth and eighteenth centuries saw the complete demolition of traditional structures of authority, scientific thought, and belief by the new philosophy and the philosophes, including Voltaire, Diderot, and Rousseau. The Radical Enlightenment played a part in this revolutionary process, which effectively overthrew all justification for monarchy, aristocracy, and ecclesiastical power, as well as man's dominance over woman, theological dominance of education, and slavery. Despite the present day interest in the revolutions of (...) the eighteenth century, the origins and rise of the Radical Enlightenment have received limited scholarly attention. The greatest obstacle to the movement finding its proper place in modern historical writing is its international scope: the Racial Enlightenment was not French, British, German, Italian, Jewish or Dutch, but all of these at the same time. In this wide-ranging volume, Jonathan Israel offers a novel interpretation of the Radical Enlightenment down to La Mettie and Diderot, two of its key exponents. Particular emphasis is placed on the pivotal role of Spinoza and the widespread underground international philosophical movement known before 1750 as Spinozism. (shrink)

Objectivity Under Attack: a fundamental feature of science is its ideal of objectivity, an ideal that subjects ...

This title, first published in 1973, brings together a variety of papers by Israel Scheffler, one of America’s leading educational philosophers. The essays each stress the importance of critical thought and independent judgement to the organization of educational activities. In the first section, Scheffler adopts a metaphilosophical approach, emphasizing the role of philosophy in educational thought. A number of key concepts are dealt with next, including the study of education and its relation to theoretical disciplines, philosophical interpretations of teaching, (...) and the education of teachers. The final section is critical, and deals with the writings of several key thinkers in the field. A broad and authoritative study, this reissue will provide any Philosophy student with an essential background to the criticism and theories surrounding the philosophy of education. (shrink)

That the Enlightenment shaped modernity is uncontested. Yet remarkably few historians or philosophers have attempted to trace the process of ideas from the political and social turmoil of the late eighteenth century to the present day. This is precisely what Jonathan Israel now does. In Democratic Enlightenment , Israel demonstrates that the Enlightenment was an essentially revolutionary process, driven by philosophical debate. The American Revolution and its concerns certainly acted as a major factor in the intellectual ferment that (...) shaped the wider upheaval that followed, but the radical philosophes were no less critical than enthusiastic about the American model. From 1789, the General Revolution's impetus came from a small group of philosophe-revolutionnaires , men such as Mirabeau, Sieyes, Condorcet, Volney, Roederer, and Brissot. Not aligned to any of the social groups represented in the French National assembly, they nonetheless forged " la philosophie moderne "--in effect Radical Enlightenment ideas--into a world-transforming ideology that had a lasting impact in Latin America, Canada and eastern Europe as well as France, Italy, Germany, and the Low Countries. In addition, Israel argues that while all French revolutionary journals powerfully affirmed that la philosophie moderne was the main cause of the French Revolution, the main stream of historical thought has failed to grasp what this implies. Israel sets the record straight, demonstrating the true nature of the engine that drove the Revolution, and the intimate links between the radical wing of the Enlightenment and the anti-Robespierriste "Revolution of reason." Acclaim for earlier volumes in the trilogy: "His vast--and vastly impressive--book sets out to redefine the intellectual landscape of early modern Europe. Magnificent and magisterialwill undoubtedly be one of the truly great historical works of the decade." -- Sunday Telegraph "The scholarship is breathtaking. Israel has read everything, absorbed every nuance, followed up every byway." -- New Statesman "An enormously impressive piece of scholarship. The breadth and depth of the author's reading are breathtaking and Enlightenment Contested is set to become the definitive work for philosophers as well as historians on this extraordinary period." -- Tribune. (shrink)

This book rests on the conviction that critical thought is of the first importance in the conception and organization of educational activities. ...

A major intellectual history of the American Revolution and its influence on later revolutions in Europe and the Americas The Expanding Blaze is a sweeping history of how the American Revolution inspired revolutions throughout Europe and the Atlantic world in the eighteenth and nineteenth centuries. Jonathan Israel, one of the world’s leading historians of the Enlightenment, shows how the radical ideas of American founders such as Paine, Jefferson, Franklin, Madison, and Monroe set the pattern for democratic revolutions, movements, and (...) constitutions in France, Britain, Ireland, the Netherlands, Belgium, Poland, Greece, Canada, Haiti, Brazil, and Spanish America. The Expanding Blaze reminds us that the American Revolution was an astonishingly radical event—and that it didn’t end with the transformation and independence of America. Rather, the Revolution continued to reverberate in Europe and the Americas for the next three-quarters of a century. This comprehensive history of the Revolution’s international influence traces how American efforts to implement Radical Enlightenment ideas—including the destruction of the old regime and the promotion of democratic republicanism, self-government, and liberty—helped drive revolutions abroad, as foreign leaders explicitly followed the American example and espoused American democratic values. The first major new intellectual history of the age of democratic revolution in decades, The Expanding Blaze returns the American Revolution to its global context. (shrink)

First published in 1974, this book is a critical introduction to the work of four quintessential pragmatist philosophers: Charles Sanders Peirce, William James, George Herbert Mead and John Dewey. Alongside providing a general historical and biographical account of the pragmatist movement, the work offers an in depth critical response to the philosophical doctrines of the four main thinkers of the pragmatist movement, with reference to the theories of meaning, knowledge and conduct which have come to define pragmatism.

The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees (...) it from outworn philosophical myths by means of analytical reconstruction - thereby improving both its theoretical and its practical applicability. The book concludes with an interpretation of policy-making in education, and reflections on the ideal education of a policy-maker. It emphasises human symbolism, choice, temporal continuity, and self-determination as indispensible elements of any adequate philosophy of education. _Of Human Potential _will be of interest to a broad range of philosophers, educators and social scientists. (shrink)

The debate that raged in the interwar period between the Austrian economists and socialist economists was, narrowly conceived, a debate in positive economics. What was being discussed was certainly not the morality of capitalism or of socialism. Nor, strictly speaking, was the debate even about society's economic well-being under socialism; it concerned the ability of central planners to make decisions that take appropriate account of relevant resource scarcities, in the light of consumer preference rankings. To be sure, the extraordinary interest (...) which surrounded the debate and the passions that lurked barely below its surface testified to the powerful implications of the debate for crucial issues in welfare economics. The Austrians were not merely exploring the economies of socialism; they were in effect demonstrating that, as an economic system attempting to serve the needs of its citizens, socialism must inevitably fail. But, even if the debate is interpreted in its broadest terms, as a debate in welfare economics, it represented a sharp break widi traditional polemics relating to the socialism-capitalism issue. Traditionally the arguments for or against capitalism had, until 1920, been deeply involved in ediical questions. Mises's 1920 challenge to socialism, in contrast, was explicit in making no attempt to address any claims concerning the alleged moral superiority of socialism. He simply argued that, as an economic system, socialism was inherendy incapable of fulfilling the objectives of its proponents; central planners are unable to plan centrally. (shrink)

In Chapter 4 of Science and Subjectivity, I offered several arguments critical of Professor Thomas Kuhn's views as expressed in his influential book The Structure of Scientific Revolutions. His recent replies to these criticisms seem to me so inadequate as to suggest that he, and therefore others as well, may have failed to grasp their full import. Accordingly, I shall, in the first part of this paper, briefly recapitulate my earlier arguments and offer a short rejoinder to Professor Kuhn's replies. (...) The second part of the paper will expand upon my earlier discussion to consider the basic metaphors of vision and revolution, offered by Kuhn to replace the traditional notion of deliberation. My argument here will be that these new metaphors are incongruous in critical respects, and my discussion will conclude by considering their relations to the contrast between understanding and accepting a theory. (shrink)

The first major reassessment of the Western Enlightenment for a generation. Continuing the story he began in Radical Enlightenment, Jonathan Israel now focuses on the first half of the eighteenth century. He traces to their roots the core principles of Western modernity: the primacy of reason, democracy, racial equality, feminism, religious toleration, sexual emancipation, and freedom of expression.

First published in 1963, this title considers the philosophical problems encountered when attempting to provide a clear and general explanation of scientific principles, and the basic confrontation between such principles and experience. Beginning with a detailed introduction that considers various approaches to the philosophy and theory of science, Israel Scheffler then divides his study into three key sections – Explanation, Significance and Confirmation – that explore how these complex issues involved have been dealt with in contemporary research. This title, (...) by one of America’s leading philosophers, will provide a valuable analysis of the theory and problems surrounding the Philosophy of Science. (shrink)

Kaplan says that monsters violate Principle 2 of his theory. Principle 2 is that indexicals, pure and demonstrative alike, are directly referential. In providing this explanation of there being no monsters, Kaplan feels his theory has an advantage over double-indexing theories like Kamp’s or Segerberg’s (or Stalnaker’s), which either embrace monsters or avoid them only by ad hoc stipulation, in the sharp conceptual distinction it draws between circumstances of evaluation and contexts of utterance. We shall argue that Kaplan’s prohibition is (...) also essentially stipulative, and that it is too general. The main difference between ourselves and Kaplan is that the basic carriers of a truth-value is a sentence-in-a-context; our account is utterance-based. (shrink)

In Doing Good and Ridding Evil in Ming China: The Political Career of Wang Yangming, George Israel offers an account of this influential Neo-Confucian philosopher's official career and military campaigns. While his contribution to China's intellectual history and the outlines of his political life are well known, the relation between his thought and what he did in his capacity as a Ming official has been given less attention.Prior writing on Wang Yangming has passed judgment on his ideas by either (...) idealizing or condemning him for how he treated those he was assigned to govern. Through a detailed reconstruction of his career in the context of issues of empire, ethnicity, and violence, George Israel demonstrates that the truth lies somewhere in the middle. (shrink)

Stressful life situations can impair or facilitate various cognitive functions. In the present study, the effect of examination stress on students was examined using two executive function tasks, task-switching and the Stroop task, in a between-subject crossover design. Students showed increased anxiety in the 2 week period prior to exams compared to the beginning of the semester, manifested as higher scores on the Spielberger State-Trait Anxiety Scale and a shift to more sympathetic activation when heart rate variability was assessed. During (...) the stressful period, the switching cost was reduced on a spatial task-switching paradigm and reaction times in the Stroop task were faster. This is the first study to show stress-induced facilitation of performance on these executive function tasks. (shrink)

This title, first published in 1973, brings together a variety of papers by Israel Scheffler, one of America’s leading educational philosophers. The essays each stress the importance of critical thought and independent judgement to the organization of educational activities. In the first section, Scheffler adopts a metaphilosophical approach, emphasizing the role of philosophy in educational thought. A number of key concepts are dealt with next, including the study of education and its relation to theoretical disciplines, philosophical interpretations of teaching, (...) and the education of teachers. The final section is critical, and deals with the writings of several key thinkers in the field. A broad and authoritative study, this reissue will provide any Philosophy student with an essential background to the criticism and theories surrounding the philosophy of education. (shrink)

This text is a critical introduction to the work of four philosophers: Charles Sanders Peirce, William James, George Herbert Mead and John Dewey. Alongside providing a biographical account of the pragmatist movement, the work offers a critical response to the philosophical doctrines of the four thinkers of the pragmatist movement.

Israel Scheffler, Noam Chomsky; IV.—What is Said to be, Proceedings of the Aristotelian Society, Volume 59, Issue 1, 1 June 1959, Pages 71–82, https://doi.org/1.

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 67.3 (2006) 523-545 [Access article in PDF] Enlightenment! Which Enlightenment? Jonathan Israel Institute for Advanced Study Encyclopedia of the Enlightenment, 4 vols., editor in chief Alan Charles Kors; eds. Roger L.Emerson, Lynn Hunt, Anthony J. La Vopa, Jacques Le Brun, Jeremy D. Popkin, C. Bradley Thomson, Ruth Whelan, and Gordon S. Wood (New York: Oxford University Press, 2003). On the surface it (...) might well seem that during the last fifteen or twenty years the Enlightenment understood as a new way of thinking about reality and society has receded more and more from its former privileged status as a pivotal turning-point in the making of the modern world, and especially as any kind of leap forward in the making of a freer, more rational, and better humanity. Under the combined assaults of Post-Structuralism, Postmodernism, Postcolonialism, the rise of the new social history (and not least Robert Darnton's critique of the old intellectual history), the Enlightenment conceived as a movement of ideas appears to be not just firmly in retreat and increasingly under siege but also fragmenting into disparate remnants with no coherent overall profile.Yet, paradoxically, there are grounds for conjecturing that the Enlightenment despite all this, has actually been becoming, under the surface, an even more crucial and robust force than it was before, much like a powerfully compressed spring being pushed back but ready to rebound with greater impetus than ever. One reason for thinking this is the extensive new material unearthed in the last few years, mostly by colleagues in continental Europe, about the origins of "radical," in the sense of egalitarian, secularist, Spinozist, and anti-colonial, thought. A second and possibly more important [End Page 523] reason is that the terrible events of the last several years have provided thoughtful readers with more than just a glimpse of the nightmare world apt to result from enshrining as a new set of privileged and prevailing values "difference," a thoroughgoing relativism, and the doctrine that all sets of values, even the most questionable kinds of theology, are ultimately equivalent.The inevitable recoil from Postmodernist "relativism" will presumably strengthen the appeal, at least in some quarters, of the Radical Enlightenment's claim that the improvement of human life inescapably involves emancipating men from the collective force of autocracy, intolerance, and prejudiced thinking, and establishing a predominantly secular morality, no less than it involves promoting the ideals of equality (sexual and racial), democracy, individual liberty, and a comprehensive toleration. Indeed, recent developments on all continents seem likely to lend new weight to the radical philosophes' argument that the moral basis of their theorized egalitarianism, democracy, toleration, and individual freedom, despite the arguments of the Postmodernists (which by no means lack weight in certain contexts), is after all concretely superior in terms of reason and moral equity not just to what one faith or traditional system or another contends, in opposition to its claims, but absolutely—that is in ethical and political as well as social terms. One may confidently predict that such a development will render the Enlightenment both more compelling and much harder to disparage than it has appeared to be in the wake of the Postmodernist upsurge in recent years.The prestige and status of the Enlightenment Western and Eastern, still conspicuously low for the present, may powerfully rebound, then, and in all parts of the world; and this for the simple reason that "Enlightenment thinking," as one scholar recently expressed it, "remains the best foundation for any genuinely progressive politics not simply in the West but in those states that suffered most at its [i.e. the West's] hands."1 To anyone authentically committed to democracy, toleration, and personal liberty this seems undeniable and, what is more, as we see in Bayle, Diderot, the Abbé Raynal, Lahontan, Van den Enden, and other radical writers of the Enlightenment, the roots of anti-colonialism itself, as well as the modern idea of racial, ethnic, and sexual equality, are undoubtedly to be found precisely in the "philosophical" thought-world of the Enlightenment—and especially the... (shrink)

We suggest that the network approach to comorbidity (Cramer et al.) is best examined by using longitudinal, multi-measurement, intra-individual data. Employment of time-series analysis to the examination of the generalized anxiety disorder and major depressive disorder comorbidity enables a detailed appreciation of fluctuations and causal trajectories in terms of both symptoms and cognitive vulnerability.