Eric G. Forbes, Lesley Murdin and Francis Willmoth , The Correspondence of John Flamsteed, First Astronomer Royal. Volume 1: 1666–1682. Bristol and Philadelphia: Institute of Physics Publishing, 1995. Pp. xlix+955. ISBN 0-7503-0147-3. £140.00, $280.00.Heinz-Jurgen Hess, James G. O'Hara and Herbert Breger , Gottfried Wilhelm Leibniz: Sämtliche Schriften und Briefe. Dritte Reihe, Mathematischer, naturwissenschaftlicher und technischer Briefwechsel: Volume 3, 1680–1683; Volume 4, 1683–1690. Berlin: Akademie Verlag, 1991, 1995. Pp. lxx+895; lxvi+747. ISBN 3-05-000766-4, DM 490.00 ; 3-05-002602-2, DM 490.00 .Wilhelm Schmidt-Biggemann , (...) Samuel Pufendorf. Gesammelte Werke, Band 1: Briefwechsel . Berlin: Akademie Verlag, 1996. Pp. xxix+453. ISBN 3-05-001920-4. DM 298.00.The editing of the correspondence of major figures in intellectual history is an essential scholarly activity. Yet in this country in recent years it has neither been the priority it should be, nor has it received the support that it deserves. Of course there have been exceptions to this, perhaps notably – for the early modern period – the epic one-man effort of Esmond de Beer in his later years in producing The Correspondence of John Locke . A further exception, the edition of The Correspondence of Henry Oldenburg by A. R. and M. B. Hall, was unfortunately flawed by the need to change publishers midway in the series, which has led to a marked disparity in the availability of the latter part of the set compared with its early volumes. In any case, like the Locke edition, this was conceived in the heady days of the 1960s and early 1970s, and few have ventured such enterprises since. Virtually the only exception is Noel Malcolm's edition of the manageable-sized Correspondence of Thomas Hobbes . Moreover, it is revealing of the acute need to justify the publication of such material felt by editors and publishers alike that the promotional leaflet for this edition went so far as to claim that it was ‘one of the most important scholarly publications of the twentieth century’ – a claim that is the more ironic in view of the quite significant shortcomings in its method of presenting the material that it contains. (shrink)

Philosophy and the scientific revolution / Daniel Garber -- Old history and introductory teaching in early modern philosophy : a response to Daniel Garber / Lisa Downing -- Meaning and metaphysics / Susan Neiman -- Evil and wonder in early modern philosophy : a response to Susan Neiman / Mark Larrimore -- The forgetting of gender / Nancy Tuana -- The forgetting of gender and the new histories of philosophy : a response to Nancy Tuana / Eileen O’Neill -- The (...) idea of early modern philosophy / Knud Haakonssen -- Response to Knud Haakonssen / Jeffrey Edwards -- Arguments over obligation : teaching time and place in moral philosophy / Ian Hunter -- Response to Ian Hunter / T.J. Hochstrasser -- Teaching the history of moral philosophy / J.B. Schneewind -- Historicism, moral judgment, and the good life : a response to J.B. Schneewind / Jennifer A. Herdt -- Integrating history of philosophy with history of science after Kant / Michael Friedman -- Response to Michael Friedman / Juliet Floyd -- Thought versus history : reflections on a French problem / Denis Kambouchner -- Response to Denis Kambouchner / Bé́atrice Longuenesse -- Teaching the history of philosophy in 19th-century Germany / Ulrich Johannes Schneider -- Response to Ulrich Johannes Schneider / Karl Ameriks -- Comment : philosophy in practice / Lorraine Daston -- A note from inside the teapot / Anthony Grafton -- Philosophy, history of philosophy, and L’histoire de l’esprit humain : a historiographical question and problem for philosophers / Jonathan Israel -- History and/or philosophy / Donald R. Kelly -- Historians look at the new histories of philosophy : roundtable discussion. (shrink)

_Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher _ explores the nature of the transcendent teacher learner relationship and precisely how such relationships of warmth, safety, mutual care, mutual respect and mutual trust are developed and maintained.

_Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher (Second Edition)_ explores the nature of the transcendent teacher learner relationship and precisely how such relationships of warmth, safety, mutual care, mutual respect and mutual trust are developed and maintained.

Taken together with my previous articles [77], [80] devoted to the history of finite random sums and to Laplace's theory of errors, this paper sheds sufficient light on the whole work of Laplace in probability. Laplace's theory of probability is subdivided into theory of probability proper, limit theorems and mathematical statistics (not yet distinguished as a separate entity). I maintain that in its very design Laplace's theory of probability is a discipline pertaining to natural science rather than to mathematics. I (...) maintain also the idea that the so-called Laplacian determinism was no hindrance to applications of his theory of probability to natural science and that one of his utterances in this connection could have well been made by Maxwell's contemporaries. Two possible reasons why the theory of probability stagnated after Laplace's work are singled out: the absence of new fields of application and, also, the insufficient level of mathematical abstraction used by Laplace. For all his achievements, I reach the general conclusion that he did not originate the theory of probability as it is now known. (shrink)

In this book, published in 1686, the scientist Robert Boyle attacked prevailing notions of the natural world which depicted 'Nature' as a wise, benevolent and purposeful being. Boyle, one of the leading mechanical philosophers of his day, believed that the world was best understood as a vast, impersonal machine, fashioned by an infinite, personal God. In this cogent treatise, he drew on his scientific findings, his knowledge of contemporary medicine and his deep reflection on theological and philosophical issues, arguing that (...) it was inappropriate both theologically and scientifically to speak of Nature as if it had a mind of its own: instead, the only true efficient causes of things were the properties and powers given to matter by God. As such, A Free Enquiry into the Vulgarly Received Notion of Nature represents one of the subtlest statements concerning the philosophical issues raised by the mechanical philosophy to emerge from the period of the scientific revolution. (shrink)

The results of education in the conditions of collective creative interaction are discussed. The results of research of the self-image, an image of the senior companion, images of the good and the bad man in consciousness of children and adult, present and former members of the children’s organization working by a technique of collective creative education are presented.

‘Ivravit in mea uerba tota Italia sponte sua et me belli quo uici ad Actium ducem depoposcit.’ In these words the Emperor Augustus clearly meant to suggest that the war in which he got rid of Mark Antony was none of his making, but was imposed upon him by the free and self-determined action of the Italian nation. Modern historians have unanimously refused to regard Augustus as a passive instrument in the hands of the Roman people at large; yet they (...) have generally accepted his account of the oath-taking of 32 B.C. as the outcome of a spontaneous burst of enthusiasm in his behalf, which they interpret as the reflex result of the nation's resentment against Antony's un-Roman and treasonable behaviour. (shrink)

This book constitutes the refereed proceedings of the Third International Symposium on Stochastic Algorithms: Foundations and Applications, SAGA 2005, held in Moscow, Russia in October 2005. The 14 revised full papers presented together with 5 invited papers were carefully reviewed and selected for inclusion in the book. The contributed papers included in this volume cover both theoretical as well as applied aspects of stochastic computations whith a special focus on new algorithmic ideas involving stochastic decisions and the design and evaluation (...) of stochastic algorithms within realistic scenarios. (shrink)

Was the above-named bill, which was brought forward in 122 b.c. by the tribune M. Liuius Drusus, and provided that the Latins should under all circumstances be exempt from the penalty of scourging, duly passed by the Roman Assembly and entered upon the statute-book?

In this work Pollock attempts to recast the epistemological enterprise. Traditional epistemology has been centered on the search for truth conditions. It has been assumed that unless these are found the sceptic’s attack on knowledge claims cannot be conclusively answered. Pollock contends that traditional epistemologists have been barking up the wrong tree. The problem of epistemology is not to prove the trustworthiness of the justification condition. The proper task of epistemologists is to reveal the logical connection between the source of (...) our knowledge and the knowledge the source provides. This is to be done through an analysis of the meaning of statements, and the meaning of a statement is determined by the "justification conditions of it and its denial." Epistemological issues, such as perception, other minds, historical knowledge, a priori knowledge, amount to "nothing more than describing the justification conditions for statements in the different areas of knowledge." But, then what is meant by "justification conditions"? (shrink)

In this book Hintikka brings together some of his most important historical studies. While all the papers have appeared earlier, he has expanded or revised several of these with the result that they exemplify common themes. However, the themes themselves find unity in the central aim of the book. Instead of doing analytical and critical studies of some issues in the history of epistemology, Hintikka is engaged in investigating historical perspectives in epistemology. He contends that to understand a thinker properly (...) "it is vital to know the conceptual landscape in which moving". It is only through a thorough understanding of the "conceptual topography" of a philosopher’s "intellectual landscape" that one can have a proper grasp of what the philosopher says. Once these assumptions are delineated, one can see the large scale differences between Plato and Frege, for example. An important feature of Hintikka’s approach is the rejection of what he calls "the fallacy of monolithic concepts". This is the assumption that a philosopher’s concepts exhibit solid uniformity and one harmonious pattern throughout. Rather, a careful analysis of a philosopher’s intellectual terrain reveals several different features running together in it. No uniform interpretation is possible! Thus, Hintikka attempts a partial but revealing interpretation of the position being studied. As he approaches the thought of each philosopher, he attempts to analyze and clarify one or more important features of the conceptual landscape which gives shape and point to the philosopher’s work. Who does Hintikka investigate in this book? (shrink)