This paper is a non-technical paper on the kinematics of rational decision-making. lt focuses upon Williams’s Regret argument. The Argument is directed against injunction implicit in standard decision theory and formulated by Rawls: a rational agent is always ready to act so that she need never blame herself “no matter how things finally transpire”. The purpose of this paper is to offer new insights into theweaknesses of the Argument, introducing new considerations regarding coherence of the self of the would-be repentant. (...) The opaqueness of one’s future preference-structure is argued at length, stressing that standard decision theory cannot possibly allow that the decision tree is not comprehended at the time of making one’s choice, even if it is about one’s final end. (shrink)

SummaryThis paper deals with the less researched issue of regional federation projects in East-Central Europe from the period 1848 to 1918. Based on exhaustive research, primarily using original sources—works of the intellectuals who designed these projects—the paper examines the reasons why these federation projects were written, their historical-political context, and why these plans had to fail at their time. Similarities and differences of ideas in these projects are also presented. The intention is not to give a simple presentation of a (...) series of historical facts, but to present some early ideas focused on regional integration, which, in turn, could also provide inspiration in the present. (shrink)

In their discussion of the interpretation of the literary work of fiction, Peter Lamarque and Stein Haugom Olsen explain that: “Literary appreciation is the appreciation of how a work interprets and develops the general themes which the reader identifies through the application of thematic concepts. […] The thematic concepts are, by themselves, vacuous. They cannot be separated from the way they are ‘anatomized’ in literature and other cultural discourses” (Lamarque and Olsen: 399). The subtle unravelling of the work’s thematic concepts (...) relies on the context of its reception, with its idiosyncratic sensitivities and cultural sensibilities of that time and place. However, cultural sensitivity also has a dark side as it may occasionally ignite a sort of allergic reaction to a work, identifying it as a threat that must be eliminated. My paper examines the case of literary censorship in Israel. Three partially banned works of fiction reflect three aspects of the Israeli right-wing anxiety concerning the Israeli-Palestinian confl ict: The futility of sacrificing Israeli soldiers’ lives, the acknowledgement of the Palestinian perspective, and, fi nally, the possibility of deflecting the animosity between the two nations to a point of allowing for mutual love. (shrink)

Two books have been particularly influential in contemporary philosophy of science: Karl R. Popper's Logic of Scientific Discovery, and Thomas S. Kuhn's Structure of Scientific Revolutions. Both agree upon the importance of revolutions in science, but differ about the role of criticism in science's revolutionary growth. This volume arose out of a symposium on Kuhn's work, with Popper in the chair, at an international colloquium held in London in 1965. The book begins with Kuhn's statement of his position followed by (...) seven essays offering criticism and analysis, and finally by Kuhn's reply. The book will interest senior undergraduates and graduate students of the philosophy and history of science, as well as professional philosophers, philosophically inclined scientists, and some psychologists and sociologists. (shrink)

Imre Lakatos' philosophical and scientific papers are published here in two volumes. Volume I brings together his very influential but scattered papers on the philosophy of the physical sciences, and includes one important unpublished essay on the effect of Newton's scientific achievement. Volume II presents his work on the philosophy of mathematics (much of it unpublished), together with some critical essays on contemporary philosophers of science and some famous polemical writings on political and educational issues. Imre Lakatos had (...) an influence out of all proportion to the length of his philosophical career. This collection exhibits and confirms the originality, range and the essential unity of his work. It demonstrates too the force and spirit he brought to every issue with which he engaged, from his most abstract mathematical work to his passionate 'Letter to the director of the LSE'. Lakatos' ideas are now the focus of widespread and increasing interest, and these volumes should make possible for the first time their study as a whole and their proper assessment. (shrink)

Proofs and Refutations is essential reading for all those interested in the methodology, the philosophy and the history of mathematics. Much of the book takes the form of a discussion between a teacher and his students. They propose various solutions to some mathematical problems and investigate the strengths and weaknesses of these solutions. Their discussion (which mirrors certain real developments in the history of mathematics) raises some philosophical problems and some problems about the nature of mathematical discovery or creativity. Imre (...) Lakatos is concerned throughout to combat the classical picture of mathematical development as a steady accumulation of established truths. He shows that mathematics grows instead through a richer, more dramatic process of the successive improvement of creative hypotheses by attempts to 'prove' them and by criticism of these attempts: the logic of proofs and refutations. (shrink)

Susanne Langer sees the ‘the public importance of art’ as one of ‘the ultimate questions in a philosophy of art’. Indeed, Langer is often referred to as an authority on the justification of art education and is cited as providing good reasons for incorporating the arts in the curriculum. It is therefore surprising to note, as Elliot Eisner does, that Langer’s theory has had little influence on actual art education. For while many theoreticians in the social sciences and education have (...) found Langer’s contribution to the understanding of the arts highly significant, Eisner laments that ‘alas, the lesson Susanne Langer was trying to teach … in her remarkable book, never took hold in … American public schools’. It seems that policy-makers outside of art education circles remain sceptical regarding the need for art education. The substantiation of art education requires firm ground against scepticism. It is therefore important to understand the ways in which Langer’s project fails to fulfil its promise. In examining Langer’s aesthetic theory, I will show that despite its philosophical acuity, Langer’s argument fails to persuade the art education sceptic who believes that art occupies a minor role in education and should therefore remain marginal in the school curriculum. (shrink)

William Pietz’s series of articles in the journal Res during the mid-1980s, republished now and with additional chapters as The Problem of the Fetish, traced the concept of the ‘fetish’ to the enco...

This paper describes an experimental course in the preparation of art teachers. The goal of the course was to engage final-year art students in thinking about the fundamental questions in aesthetic education and in considering various views of their roles as teachers of art. The classes presented a dialogue between two teachers: a philosopher of art and an artist. We discussed the social justification of art, the place of art in education and more generally the portrayal of visual culture in (...) philosophical thought. The bibliography for the course comprised a list of basic texts in aesthetic education, from Friedrich Schiller to Nelson Goodman. In class we linked the range of philosophical views examined to the artistic exploration of themes (mainly in contemporary and local art). The course also incorporated guest speakers who presented their own projects relating to different meeting points of art and education, including social-activist artists, curators, philosophers of education and school architects. The article presents the rationale for the course, its method and a sample of its content. (shrink)

From the perspective of art education, the worst-case philosophical scenario is the hedonist-subjectivist account of art. If we measure art by the pleasure we gain from it, it may seem senseless to attempt teaching the reception of art. David Hume's ‘Of the Standard of Taste’ provides an argument for the art-education enthusiast, explaining that—even on a subjectivist account—art education crystallises our own preferences. While I refer to a historical debate and provide a close reading of an 18th-century essay, my goal (...) is to offer a philosophical solution to an ongoing dilemma; I use Hume's essay to ground the justification of art education. (shrink)

The Sublime Reader, edited by Robert Clewis, provides a broad selection of 38 authors who attempt to describe, analyse, and explain that elusive object, feeling or experience consisting of “both el...

The work that helped to determine Paul Feyerabend's fame and notoriety, Against Method,stemmed from Imre Lakatos's challenge: "In 1970 Imre cornered me at a party. 'Paul,' he said, 'you have such strange ideas.

In her recent book, Only Imagine, Kathleen Stock promotes extreme intentionalism with respect to fictional content. She writes, ‘the fictional content of a particular text is equivalent to exactly what the author of the text intended the reader to imagine’. There are at least three separate points here: the author’s intentions determine the fictional content; the fictional content is identical with the content of what the reader imagines; reading fiction necessarily entails imagining. The first two points are normative; they are (...) concerned with truth in fiction. The third point takes for granted that fiction necessarily involves imagining on the part of the reader; the main debates here focus on the kind of imagining that is involved in reading fiction. In the following discussion, I leave aside the normative issues marked by the first two points and concentrate on the third point—namely, the relation between fiction and imagining. (shrink)

_Aesthetic Order_ challenges contemporary theories of aesthetics, offering the idea of beauty as quantitative yet different from the traditional discursive order. It will be of importance to all interested in aesthetic theory.

Imre Lakatos; II—Criticism and the Methodology of Scientific Research Programmes, Proceedings of the Aristotelian Society, Volume 69, Issue 1, 1 June 1969, Page.

v. 1. The methodology of scientific research programmes.--v. 2. Mathematics, science, and epistemology.