Kenneth Clatterbaugh has written a valuable exposition and discussion of a century of upheaval in metaphysics and natural philosophy, tracing the gutting and reworking of Aristotelian causality from its uncomfortable scholastic context into a leaner and meaner instrument of secularized scientific explanation. The book examines key figures directly, evaluates prominent interpretations from the recent literature, and also puts Clatterbaugh’s own useful and definite stamp on the story. This includes the usual philosophical suspects—Descartes, Locke, Leibniz, Berkeley, Hume—and their weighty philosophical interlocutors (...) and followers like Hobbes, Gassendi, Malebranche, Spinoza, and Anthony Legrand. Then, on the more narrowly scientific side, there are Boyle, Rohault, and Newton. (shrink)

Inductive Logic is number ten in the 11-volume Handbook of the History of Logic. While there are many examples were a science split from philosophy and became autonomous (such as physics with Newton and biology with Darwin), and while there are, perhaps, topics that are of exclusively philosophical interest, inductive logic — as this handbook attests — is a research field where philosophers and scientists fruitfully and constructively interact. This handbook covers the rich history of scientific turning points in (...) Inductive Logic, including probability theory and decision theory. Written by leading researchers in the field, both this volume and the Handbook as a whole are definitive reference tools for senior undergraduates, graduate students and researchers in the history of logic, the history of philosophy, and any discipline, such as mathematics, computer science, cognitive psychology, and artificial intelligence, for whom the historical background of his or her work is a salient consideration. (shrink)

Inductive Logic is number ten in the 11-volume Handbook of the History of Logic. While there are many examples were a science split from philosophy and became autonomous (such as physics with Newton and biology with Darwin), and while there are, perhaps, topics that are of exclusively philosophical interest, inductive logic — as this handbook attests — is a research field where philosophers and scientists fruitfully and constructively interact. This handbook covers the rich history of scientific turning points in (...) Inductive Logic, including probability theory and decision theory. Written by leading researchers in the field, both this volume and the Handbook as a whole are definitive reference tools for senior undergraduates, graduate students and researchers in the history of logic, the history of philosophy, and any discipline, such as mathematics, computer science, cognitive psychology, and artificial intelligence, for whom the historical background of his or her work is a salient consideration. (shrink)

In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? And (...) what mechanisms are utilized to correct inappropriate behavior on the part of college and university teachers? The authors' work is based on survey results obtained from faculty members at research universities, liberal arts colleges, and two-year community, junior, and technical colleges. Braxton and Bayer's focus is on undergraduate teaching in four disciplines: biology, history, mathematics, and psychology. In their analyses, the authors examine how individual, disciplinary, and institutional differences influence professorial behavior. In contrast to the more explicitly understood and enforced rules of conduct in research, the authors find that teaching norms are informally defined and observed. They argue that a formal code of ethics for undergraduate teaching would serve the dual purpose of improving undergraduate education and elevating the status of college teaching. A groundbreaking study of contemporary academe, Faculty Misconduct in Collegiate Teaching is required reading for all university and college instructors and administrators. (shrink)

The Heirs of Plato is the first book exclusively devoted to an in-depth study of the various directions in philosophy taken by Plato's followers in the first seventy years or so following his death in 347 BC--the period generally known as 'The Old Academy'. Speusippus, Xenocrates, and Polemon, the three successive heads of the Academy in this period, though personally devoted to the memory of Plato, were independent philosophers in their own right, and felt free to develop his heritage in (...) individual directions. Dillon's clear and accessible book fills a significant gap in our understanding of Plato's immediate philosophical influence, and will be of great value to scholars and historians of ancient philosophy. (shrink)

When a collective is blamed, the responsibility does not escape individuals. Spheres of influence are designed to determine the scale of blame; namely, by proximity and ability to influence a different result. Agents in the respective role types will be responsible upon our examining their extent of influence. Although you may be inclined to say that the responsibility lies with those who have access to policy-making, this doesn't allow for the deviants we expect at appropriate times. Here we are compelled (...) to seek a new moral outlook that maintains our perception of ourself: “what is not worthy of me must not be confused with special requirements of my ‘station and its duties’.”This essay offers a direction to assuage Lewis's fears toward collective responsibility. The challenges to individual responsibility behind such an ascription is complex but need not obliterate it. The delineation of roles by spheres of influence and activity gives some markers to the culpable agents. (shrink)

The dissertation is a detailed analysis of Berkeley's writings on mathematics, concentrating on the link between his attack on the theory of abstract ideas and his philosophy of mathematics. Although the focus is on Berkeley's works, I also trace the important connections between Berkeley's views and those of Isaac Barrow, John Wallis, John Keill, and Isaac Newton . The basic thesis I defend is that Berkeley's philosophy of mathematics is a natural extension of his views on abstraction. (...) The first chapter is devoted to a consideration of Berkeley's treatment of abstraction, including his arguments against the doctrine of abstract ideas and his own account of how the explanatory ideas traditionally assigned to abstract ideas can be filled by a non-abstractionist account of human knowledge. In chapter two I investigate the details of Berkeley's proposed new foundations for geometry, showing how his rejection of abstract ideas led him to a critique of the traditional conception of geometry . Of particular importance in this context is Berkeley's denial of infinite divisibility and his attempts to show that a satisfactory account of geometry does not require that geometric magnitudes be infinitely divisible. Chapter three is concerned with Berkeley's treatment of arithmetic and algebra. Here I argue that Berkeley's denial of the claim that arithmetic is the science of abstract ideas of number ultimately results in his advocacy of a strongly nominalistic conception of arithmetic which has strong similarities to modern fomalism. In chapter four I discuss Berkeley's famous critique of the calculus in The Analyst and other works, concluding that his criticism of the calculus is essentially correct, although his attempted explanation of the success of infinitesimal methods is unconvincing. (shrink)

John Corcoran. 1979 Review of Hintikka and Remes. The Method of Analysis (Reidel, 1974). Mathematical Reviews 58 3202 #21388. -/- The “method of analysis” is a technique used by ancient Greek mathematicians (and perhaps by Descartes, Newton, and others) in connection with discovery of proofs of difficult theorems and in connection with discovery of constructions of elusive geometric figures. Although this method was originally applied in geometry, its later application to number played an important role in the early (...) development of algebra [Jacob Klein, English translation, Greek mathematical thought and the origin of algebra, especially pp. 154–157, M.I.T. Press, Cambridge, Mass., 1968]. -/- It is universally agreed that the method of analysis begins by “assuming the thing sought after” (e.g., in geometry, the truth of the proposition to be proved or the existence of the geometric figure to be constructed). Aside from this, little else can be taken for granted. There is disagreement concerning the “direction of analysis”, i.e. whether one is to seek implications of the assumption or whether one is to seek implicants of it. There is also disagreement concerning what is to be “anatomized” (analyzed), i.e., whether one analyzes mathematical objects (figures), mathematical propositions (the axioms, known theorems, and analytic assumption) or an imagined proof (of the analytic assumption from axioms and known theorems). (shrink)

Presents an introduction to the subject, suggestions on searching the Internet, and a bibliography of literature on animal nature, fatal and nonfatal uses, ...

Explores the many issues surrounding the animal rights and animal welfare movements through personal interview responses from rights activists.

In lieu of an abstract, here is a brief excerpt of the content:Hume's Demarcation Project John Losee Demarcation, Ideas and Impressions David Hume sought to exclude certain concepts from the domain of empirically significant discourse. He was critical of talk about "substances" that bear qualities, "forces" that cause motions, "powers" that produce effects, "necessary connections" that determine sequences of events, "extension without matter" and "time independent of succession or change in any real existence."1 Hume proposed a demarcation ofideas, a (...) demarcation intended to exclude these notions. The demarcation project, if successful, would exclude Locke's notion of "substance" as well as Newton's notions of "Absolute Space" and "Absolute Time." Some interpreters have taken the demarcation project to be the centrepiece of Hume's philosophy. Others have seen it to be an incidental aspect of Hume's search for an empirical theory of human nature. I believe that David Pears was correct to insist that an acceptable account ofHume's philosophy include both the "destructive emphasis" and the "constructive emphasis."2 Hume's demarcation project is based on a presumed relation, or relations, between ideas and impressions. Hume made the following claims about "simple ideas," those ideas that "admit of no distinction nor separation" (T 2): 1)every simple idea in its first appearance is derived from some impression (Derivability Principle); 2)every simple idea in its first appearance copies some impression (Copy Principle); 3)every simple idea represents some impression (Representation Principle); 4)simple ideas and impressions resemble one another; 5)simple ideas correspond to impressions; 6)every simple idea is borroVd from some impression; Volume XVII Number 2 51 JOHN LOSEE 7)for every simple idea there is some temporally antecedent impression; and 8)impressions cause simple ideas. Primafacie, these claims are empirical claims about the genesis of our ideas. But within Hume's demarcation project these claims also function as criteria for membership in the class of simple ideas. Those ideas that satisfy the criteria constitute raw material from which complex ideas are formulated. Complex ideas are constructed from simple ideas. However, they are not copies of simple ideas. Aparticular complex idea is empirically significant provided that, 1) it is derivable from simple ideas; and 2) each of those simple ideas is derivable from impressions. The Case of the Missing Shade ofBlue Tensions arise within the demarcation project in part because Hume employs nonequivalent criteria—Derivability Principle, Copy Principle, Representation Principle—as if they were equivalent. The tension is acute in the case of the missing shade ofblue. The "missing shade" is an idea formulated by a person with extensive experience of colours, but no prior exposure to the shade in question. If this idea is a simple idea, then it is false that every simple idea copies some antecedent impression. Why did Hume cite—in both Treatise and Inquiry—this apparently destructive exception? Bernard Rollin has suggested that Hume may have cited the missing-shade-of-blue example as a rhetorical device toprotecthis dichotomous divisionofpropositionsinto those that are analytic a priori and those that are synthetic a posteriori (including the Derivabihty Principle).11 John O. Nelson agreed that Hume is concerned to emphasize the contingent, empirical status of the Derivabihty Principle.12 Nelson suggested that Hume sought tomake two points. The first pointis that an exception to the Derivability Principle is empirically possible. The second point is that thought-experiments like the missing-shade example are inadequate to establish conclusions about matters offact. To entertain such thought-experiments is to lapse into hypothetical speculation, a violation ofthe "experimental method ofreasoning."13 Perhaps it was for this reason that Hume dismissed the missing-shade case as unimportant. Hume urged that this case is "so particular and singular" thatit provides nogoodreason to abandon the Copy Principle (T 6). 52Hume Studies HUME'S DEMARCATION PROJECT D. M. Johnson has developed a hypothesis to explain why Hume believed that this exceptional case is not damaging to his demarcation project. According to Johnson, Hume may have believed that for a person to reconstruct a shade he never saw before, he must have developed an appropriately detailed Tiabitual spectrum'—i.e., an ordered set oftendencies and expectations concerning colours, built up as a result oflong experience with thingshavingthese colours—whichhe then employs... (shrink)

Scientists and 'anti-scientists' alike need a more realistic image of science. The traditional mode of research, academic science, is not just a 'method': it is a distinctive culture, whose members win esteem and employment by making public their findings. Fierce competition for credibility is strictly regulated by established practices such as peer review. Highly specialized international communities of independent experts form spontaneously and generate the type of knowledge we call 'scientific' - systematic, theoretical, empirically-tested, quantitative, and so on. Ziman shows (...) that these familiar 'philosophical' features of scientific knowledge are inseparable from the ordinary cognitive capabilities and peculiar social relationships of its producers. This wide-angled close-up of the natural and human sciences recognizes their unique value, whilst revealing the limits of their rationality, reliability, and universal applicability. It also shows how, for better or worse, the new 'post-academic' research culture of teamwork, accountability, etc. is changing these supposedly eternal philosophical characteristics. (shrink)

Why believe in the findings of science? John Ziman argues that scientific knowledge is not uniformly reliable, but rather like a map representing a country we cannot visit. He shows how science has many elements, including alongside its experiments and formulae the language and logic, patterns and preconceptions, facts and fantasies used to illustrate and express its findings. These elements are variously combined by scientists in their explanations of the material world as it lies outside our everyday experience. (...) class='Hi'>John Ziman’s book offers at once a valuably clear account and a radically challenging investigation of the credibility of scientific knowledge, searching widely across a range of disciplines for evidence about the perceptions, paradigms and analogies on which all our understanding depends. (shrink)

In this 1976 volume, Professor Ziman paints a broad picture of science, and of its relations to the world in general. He sets the scene by the historical development of scientific research as a profession, the growth of scientific technologies out of the useful arts, the sources of invention and technical innovation, and the advent of Big Science. He then discusses the economics of research and development, the connections between science and war, the nature of science policy and the moral (...) dilemmas of social responsibility in science. Each topic is introduced by reference to easily understandable particular examples, with a large number of illustrations chosen to bring out the concreteness and reality of science as a human activity. Professor Ziman gives a chapter-by-chapter list of suggested topics for oral and written discussion, intended to provoke critical, sceptical attitudes to simplified solutions to real issues, and comments briefly on relevant books and other sources. (shrink)

This book is a provocative contribution to contemporary ethical theory challenging foundational conceptions of character that date back to Aristotle. John Doris draws on behavioral science, especially social psychology, to argue that we misattribute the causes of behavior to personality traits and other fixed aspects of character rather than to the situational context. More often than not it is the situation not the nature of the personality that really counts. The author elaborates the philosophical consequences of this research for (...) a whole array of ethical theories and shows that, once rid of the misleading conception of motivation, moral psychology can support more robust ethical theories and more humane ethical practices. (shrink)

Plato is associated with the idea that the body holds us back from knowing ultimate reality and so we should try to distance ourselves from its influence. This sentiment appears is several of his dialogues including Theaetetus where the flight from the physical world is compared to becoming like God. In some major dialogues of Plato's later career such as Philebus and Laws, however, the idea of becoming like God takes a different turn. God is an intelligent force that tries (...) to create order in the physical world. I argue that likeness to God in these dialogues involves imitating God's effort by trying to order our bodies, souls, and societies as intelligence directs. Becoming like Plato's God is not to abandon the world. It is to improve it. (shrink)

This book brings together twenty-three distinctive and influential essays on ancient moral philosophy--including several published here for the first time--by the distinguished philosopher and classical scholar John Cooper.