My purpose in what follows is not so much to defend the basic principle of utilitarianism as to indicate the form of it which seems most promising as a basic moral and political position. I shall take the principle of utility as offering a criterion for two different sorts of evaluation: first, the merits of acts of government, social policies, and social institutions, and secondly, the ultimate moral evaluation of the actions of individuals. I do not take it as implying (...) that the individual should live his life on the basis of constant evaluations of this sort. For there are different levels of decision making each with its appropriate criteria. For example, we each inevitably make many of our decisions from the point of view of our own personal self-fulfilment and this cannot regularly take a directly utilitarian form, nor should the utilitarian want it to do so. His claim is at most that we should sometimes review our life from the point of view of a kind of impersonal moral truth of a universalistic utilitarian character. (shrink)

The period of the mid-1920s to the mid-1980s was a portentous period for Soviet psychology. As this period recedes into the past, the figure of L. S. Vygotskii rises more and more before us. Vygotskii died of tuberculosis when not quite 37 years old. He was a psychologist for only 10 years, and it was only in the last 6 of these that he did the work we now associate with his name. During those brief years Vygotskii wrote over 120 (...) works, including more than 10 large books. His was a short life — filled with inspired, indefatigable, and heroic work. A significant part of his written work has remained unpublished and indeed much of it remained unfinished. A seven-volume collection of Vygotskii's work is currently underway, and even this will not contain everything he wrote. The final volume of this collection will include his articles "The Sense of the Psychological Crisis" and "Spinoza's Theory of the Passions.". (shrink)

Junior researchers can be abused and bullied by unscrupulous senior collaborators. This article describes the profile of a type of serial abuser, the White Bull, who uses his academic seniority to distort authorship credit and who disguises his parasitism with carefully premeditated deception. Further research into the personality traits of such perpetrators is warranted.

In the traditional form of canonical quantization, certain field components (not having “conjugate” momenta) must be regarded as noncanonical. This long-known distinction enters modern gauge theories, when they are canonically quantized as by Kugo and Ojima. We avoid that peculiarity by not using any conjugate “momenta” at all. In our formulation, canonical quantization can be related to Feynman's path integral.

The emergence of macroscopic variables can be effected through coarse graining. Despite practical and fundamental benefits conveyed by this partitioning of state space, the apparently subjective nature of the selection of coarse grains has been considered problematic. We provide objective selection methods, deriving from the existence of relatively slow dynamical time scales. Using a framework for nonequilibrium statistical mechanics developed by us, we show the emergence of both spatial variables and order parameters. Although significant objective criteria are introduced in the (...) coarse graining, we do not provide a unique prescription. Most significantly, the grains, and by implication entropy, are only defined modulo a characteristic time scale of observation. (shrink)

The Vygotsky Anthology brings together, for the first time, a selection of extracts from the best translations available of Vygotsky's writings, spanning the entire arc of his career. Vygotsky was arguably one of the greatest educational psychologists of the 20th century. Grounded in his experience as a teacher, an expert in special education, a research psychologist and an outstanding theorist, the editors of this unique anthology chart his enormous influence on professionals working in education and child development around the world. (...) The extracts are introduced by the editors' commentaries, helpfully setting them in the context of Vygotsky's life and work, providing a collection of work that adequately represents his writing, and conveying some of the great pleasures of reading him. In the passages selected here, his voice is clearly heard, the intellectual brilliance of his insights is reflected, his line of argument is clear, and his humour and humanity are evident. With its inclusion of recent translations of essential texts, this anthology will help students to understand the full diversity of Vygotsky's influence on today's classrooms. Seen as a companion volume to Myra Barr's previous work Vygotsky the Teacher (Routledge, 2022), the value of this text to teachers, educational psychologists, and other practitioners working in the field of education and child development, will be significant and lasting. It is a key reference book for new generations of Vygotsky students. (shrink)

Part I: Consciousness and the metaphysics of experience. Orientations. What I believe. The privacy of experience. Final causes. The importance of subjectivity : an inaugural lecture. Is consciousness mysterious? Consciousness. The distinctiveness of American philosophy. The world of description and the world of acquaintance -- Part II: The metaphysics of time and the absolute. The unreality of time. Ideal immortality. Russell and Bradley on relations. The self and its world in Bradley and Husserl. Absolute idealism. Pantheism -- Part III: Ethics, (...) animal rights, and the environment. The greatest happiness principle. Is the esse of intrinsic value percipi? Pleasure, pain and value. Metaphysics, physicalism, and animal rights. Vivisection, morals, medicine : commentary from an antivivisectionist philosopher. Non-human rights : an idealist perspective. Are there intrinsic values in nature? An idealist's prayer for the world. (shrink)

The “absorber theory” of Wheeler and Feynman is supposed to justify the use of retarded potentials in ordinary electromagnetic calculations despite a fundamentally time symmetric interaction. We restate the thesis of absorber theory as follows: here exist causal solutions of time symmetric electrodynamics. In our formulation, absorption need only take place in one direction of time (the future) rather than both, as seems to be required by Wheeler and Feynman. Even with complete absorption, however, the effects of advanced interactions are (...) not entirely eliminated and a residual field may introduce a degree of indeterminacy into particle trajectories obtained using retarded potentials alone. (shrink)

The “special state” understanding of the measurement process is presented, namely there is no “measurement process,” only unitary time evolution. However, in contrast to the many worlds interpretation, there is only one world. How this can be accomplished and how statistical mechanics is changed as a result are also discussed. The focus though is on experimental tests of this theory and the in-principle realization that this can give rise to feasible experimental tests. Those tests rely on the particular feature of (...) having only one world, so that any change in the wave function must have a proximate cause, and it is the detection of that cause that constitutes the test. In a companion article there is further exploration concerning the details of the test. In addition, in the present article, the special state theory is extended theoretically through evidence of the uniqueness of the Cauchy distribution as well as explicit recognition of the role of entanglement. (shrink)

The relationship between Bentham's ‘enunciative principle’ and his ‘censorial principle’ is famously problematic. The problem's solution is that each person has an overwhelming interest in living in a community in which they, like others, are liable to punishment for behaviour condemned by the censorial principle either by the institutions of the state or by the tribunal of public opinion. The senses in which Bentham did and did not think everyone selfish are examined, and a less problematic form of psychological hedonism (...) than Bentham's is proposed. (shrink)

The famous early fragment (B1 D-K) of Anaximander, Greek thinker of the sixth century B.C.E., was transmitted to us by Byzantine Alexandrian authors of the sixth century C.E.: the pagan Simplicius in his commentary on Aristotle’s Physics, and the Monophysite Christian to whose earlier Physics commentary Simplicius was replying, John Philoponus. When these commentators were writing, the Mediterranean world was polarized by the Monophysite-Chalcedonian theological controversy. First Philoponus adduced some of Anaximander’s words in his argument for a single principle of (...) the universe, in keeping with his own theological position. Then Simplicius gave a fuller form of the text, reproving Philoponus for what he considered “uncultured” Christian views. This transmission tells us something about Byzantine theological attitudes as well as preserving archaic philosophical formulations. (shrink)

I defend the view that propositional knowledge can be defined as follows: A knows that p if and only if A believes that p because p. Spelling out the meaning of 'because' in this formula results in a causal-explanatory view of knowledge.

The increasing demand for horticultural products for nutritional and economic purposes by lesser developed countries (LDC's) is well-documented. Technological demands of the LDC's producing horticultural products is also increasing. Pesticide use is an integral component of most agricultural production, yet chemicals are often supplied without supplemental information vital for their safe and efficient implementation. Illiteracy rates in developing countries are high, making pesticide education even more challenging. For women, who perform a significant share of agricultural tasks, illiteracy rates are even (...) higher than for men. The dilemma exists of how a developing country can improve its nutritional and economic situation without giving consideration to social and environmental consequences. (shrink)

The article is dedicated to the problem of the crisis in traditional educational relations and to the development of progressive educational relations at the level of the philosophy of life and the pedagogy of common concerns. The connecting nature of the relationship between teachers and their pupils and the development of creative abilities of children in a social life is discussed. Thus the author’s conception of Doctor of Pedagogical Sciences Igor Petrovich Ivanov is brought out in the current article.

The man in the street to-day is aware that recent developments in the physical sciences have necessitated a fundamental revision of the concepts of physics; he finds that Einstein is no less upsetting to his ideas than was Copernicus to those of his own time or than Darwin was to Bishop Wilberforce. The plain man who has “ philosophical leanings ” is aware that questions previously regarded as metaphysical—and about which philosophers have written much that is unintelligible—are now recognized as (...) falling within the scope of physics. Every reader of this Journal is aware that the criticism to which the main concepts of physics—space, time, matter—have been subjected is so fundamental that it is no longer possible to say that there are material bodies in space, which have events happening to them at a given time. We must substitute the conception of a fourfold continuum within which space, time and matter are inextricably involved. Finally, we are told that this new way of regarding the classical trinity suggests the consequence that we know nothing about the “ inner nature ” of the terms with which we deal, we can make no assertions as to the ultimate nature of that to which they may refer. In this respect the prevailing temper of the present-day scientist is to be contrasted with the cocksureness of most nineteenth-century physicists l who, even if they did not go so far as to say “ we know what matter is,” at least suggested that only the metaphysician had, or could have, any doubts as to its nature and reality^. (shrink)

Some basic problems of the probabilistic treatment of fields are considered, proceeding from the fundamentals of the complete probability theory. Two essentially equivalent definitions of random fields related to continuous objects are suggested. It is explained why the conventional classical probabilistic treatment generally is inapplicable to fields in principle. Two types of finite-dimensional random variables created by random fields are compared. Some general regularities related to Lagrangian and Hamiltonian partial equations, obtainable proceeding from the corresponding sets of ordinary differential equations, (...) are revealed by using the functional derivative defined anew. It is shown that Hamiltonian random fields give rise to two types of Hamiltonian random variables, variables of the second type being those considered in the author's previous paper and immediately suited to the quantum approach. The results obtained are illustrated by some general examples. Critical remarks concerning second quantization are made, demonstrating the artificiality of this method. It is emphasized that the given probabilistic consideration of fields cannot be directly applied to, for instance, the electromagnetic field, which needs a special treatment. (shrink)

Academic integrity establishes a code of ethics that transfers over into the job force and is a critical characteristic in scientists in the twenty-first century. A student’s perception of cheating is influenced by both internal and external factors that develop and change through time. For students, the COVID-19 pandemic shrank their academic and social environments onto a computer screen. We surveyed science students in the United States at the end of their first COVID-interrupted semester to understand how and why they (...) believed their peers were cheating more online during a pandemic. Almost 81% of students indicated that they believed cheating occurred more frequently online than in-person. When explaining why they believed this, students touched on proctoring, cheating influences, and extenuating circumstances due to COVID-19. When describing how they believed cheating occurred more frequently online, students touched on methods for cheating and surreptitious behavior. The student reasonings were associated with four theories that have been used to examine academic dishonesty. Our results can aid institutions in efforts to quell student concerns about their peers cheating during emergencies. Interestingly, most student beliefs were mapped to planned behavior theory while only a few students were mapped to neutralization theory, suggesting it was a novel modality of assessment rather than a pandemic that shaped student perceptions. (shrink)

I argue that the time-gap argument poses no objection to Direct Realism. In the case of exploded stars many light years from us, what we see is no longer the star, but its light. I argue that in all cases of seeing we see light, but only when physical objects exist at the time of our seeing do we see them.

This excellent book consists of a translation of Plato's Euthyphro, plus "interspersed comment" intended "partly as a help to the Greekless reader in finding his way, and partly as a means of embedding the discussion of the earlier theory of Forms which follows it." That subsequent discussion is a series of sections aimed at establishing "that there is an earlier theory of Forms, found in the Euthyphro and other early dialogues as an essential adjunct of Socratic dialect" and that it (...) is not the same as the theory of Forms found in the Phaedo, Republic and other middle dialogues. In the Euthyphro Socrates' question of what holiness is assumes that there is a Form of holiness, "that this Form is a universal, the same in all holy things;... that that Form may be used as a standard, by which to judge what things are holy and what are not...; that it is an essence, by which or in virtue of which holy things are holy." As essences Forms are causes--formal, not efficient. They are "causes in the sense that they are that by which things are what they are. They therefore affect the career of the world, in that if they did not exist, the world would not be what it is." They "are not identical with their instances and [are] prior to their instances" and, hence, they are not in their instances. In fact, "Forms are as 'separate' from their instances in the early dialogues as they are" in the later ones. Do they not differ, then, from these latter Forms? Yes, because "of the way in which separation is conceived." In the Phaedo and other middle dialogues separation "involves something more than... nonidentity, independence, or priority. It involves the claim that instances of Forms are deficient imitations or resemblances of Forms.... To that theory was later conjoined, as a natural corollary, the theory that sensibles and Forms differ in their degree of reality, that Forms are more real than their instances." There are, in fact, "Two Worlds, Visible and Invisible.... The objects of the Visible World... are in a perpetually changing mortal realm, never the same with respect to each other or themselves. By contrast, Forms, the reality of whose existence we render an account in questioning and answering, exist always in the same way with respect to the same things, single in nature, alone by themselves, never in any way under any circumstances admitting alteration." This contrast between the Two Worlds is not drawn in the Euthyphro and earlier writings. Hence, between them and the middle dialogues there is a development in the theory of Forms. Of course, there also is "a unity to Plato's thought; but it is not the unity of a monument. It is the unity of growth and development, the unity of life." In these splendid pages one point remains unclear: how can a Form be universal and thus distinct from its instances and yet be their formal cause? Allen leaves no doubt that this is his position: "In Plato's early dialogues Forms are not the being of that of which they are Forms. A universal, being one, cannot constitute the being of a plurality--precisely why Aristotle was led to distinguish substantial form from universal. The Euthyphro does not imply that holiness is the being of any given holy thing or action as holy; it implies only that holiness is that by which holy things are holy. It implies, to borrow another bit of Aristotelian vocabulary, that holiness is a cause." But precisely in what way is a Form "that by which" something is what it is? Plato subsequently answers by distinguishing the Form itself, its character as participated by a particular thing, and the participant : the Form is that by which some thing is what it is through the participated character which the thing has. Is this answer implied in the Euthyphro? Or in what sense is a Form distinct from particular things? In what sense a formal cause? That puzzlement, though, is minor in the context of the entire book, which is valuable not only for the interpretation Allen gives of the early and middle dialogues but also for all sorts of unexpected bonuses. These are points either newly made or brilliantly reiterated--for example, the influence of Anaxagoras on Plato re the notion of essence and in philosophical vocabulary; Aristotle's abandonment of the contrast made in the Categories between primary and secondary substance; the crucial difference between genus/species in Aristotle and in Plato (enriched/impoverished; the analogy of a Platonic definition to mapping a field; the evaluation of Aristotle's interpretation of Plato's Forms, of his report on the "unwritten doctrines," of esoteric and exoteric teachings. This last culminates in a paragraph which all students of Plato should reflect upon constantly: "It is possible to treat Plato's text, not as evidence for something else, but as itself the primary object of historical understanding. The aim of the inquiry is then to interpret a set of literary documents, not to fathom the entertained beliefs of their author. It is reasonable, of course, to assume that the documents are a reliable index to the beliefs; but the connection, after all, is contingent, and as far as interpretation is concerned, unimportant. If Plato, in his heart of hearts, had been a nominalist, an atheist, a sceptic about immortality, and a hedonist, and had yet gone on to write the dialogues which he wrote for some obscure motive now unknown, this would not change the proper interpretation of what he wrote and privately disbelieved by one iota: when a man says what he does not believe, we may still perfectly well understand what it is he has said. The question, then, of whether Plato had beliefs he did not express, or beliefs contrary to what he did express, may be left to those with skill in the arts of divination; the historian may more reasonably limit himself to the study of texts and their meaning. If inquiry is construed in this way, it is self-referentially inconsistent to prefer the testimony of Aristotle to the evidence of Plato's text in the interpretation of Plato."--L. S. (shrink)

In most theories of the quantum measurement process changes in an observer’s perception of a state can take place without forces, as for example if a state is prepared in an eigenstate of \ but \ is measured. In the “special state” theory any change in wave function requires forces. This allows experimental tests to distinguish these ideas and in the present article two examples of such tests are considered. The first is a kind of double Stern–Gerlach experiment, the second (...) a check for angular momentum changes in a polarizer. (shrink)

In most theories of the quantum measurement process changes in an observer’s perception of a state can take place without forces, as for example if a state is prepared in an eigenstate of \ but \ is measured. In the “special state” theory any change in wave function requires forces. This allows experimental tests to distinguish these ideas and in the present article two examples of such tests are considered. The first is a kind of double Stern–Gerlach experiment, the second (...) a check for angular momentum changes in a polarizer. (shrink)

Paulo Freire is undeniably a prominent figure who greatly influenced 21st century higher education. More specifically, architectural education been greatly affected by Freire’s thinking in relation to producing a design project with dialogue and consciousness. This study aims to implement Freire’s thoughts in contemporary design studios, where the core courses of architectural education occur. This study employs a narrative methodology and in-depth interviews with third-year students from the design studios of two universities, one public and another private. The study investigates (...) the impact of the concept of ‘dialogue’ on student creativity, and ‘banking education’ thought of Freire to determine how this idea affects students’ consciousness of their learning process. Therefore, this research attempts to apply three of Freire’s key thoughts that have been discussed in his book Pedagogy of the Oppressed: ‘dialogue’, ‘consciousness’, and ‘banking education’. As a result, banking education applied by local-experienced instructors in the public university has confused students when applying given information to the theoretical part of their projects, which directed them to show fewer creative concepts. On the other hand, the students had greater consciousness of their learning process, awareness of their strengths and weaknesses in regard to the concepts of their design projects, and involvement in their classes when they felt a dialogue by the abroad-experienced instructors in the private university. This study shows that architectural education in that region requires a serious consciousness of Freirean theory. (shrink)

Protection of human participants is a fundamental facet of biomedical research. We report the activities of a health service research study in which there were three institutional review boards (IRBs), three legal departments and one research administration department providing recommendations and mandating changes in the study methods. Complying with IRB requirements can be challenging, but can also adversely affect study outcomes. Multiple protocol changes mandated from multiple IRBs created a research method that was not reflective of how substance use screening (...) would be performed in a clinical setting. There was direct conflict between the IRBs' perceptions of participants' protection with the researchers' need to use research methodology that assures the clinical relevancy of results. (shrink)

In a previous paper (Duncan, T.L., Semura, J.S. in Entropy 6:21, 2004) we considered the question, “What underlying property of nature is responsible for the second law?” A simple answer can be stated in terms of information: The fundamental loss of information gives rise to the second law. This line of thinking highlights the existence of two independent but coupled sets of laws: Information dynamics and energy dynamics. The distinction helps shed light on certain foundational questions in statistical mechanics. For (...) example, the confusion surrounding previous “derivations” of the second law from energy dynamics can be resolved by noting that such derivations incorporate one or more assumptions that correspond to the loss of information. In this paper we further develop and explore the perspective in which the second law is fundamentally a law of information dynamics. (shrink)