Mental health research and care in the twenty first century faces a series of conceptual and ethical challenges arising from unprecedented advances in the neurosciences, combined with radical cultural and organisational change. The Oxford Textbook of Philosophy of Psychiatry is aimed at all those responding to these challenges, from professionals in health and social care, managers, lawyers and policy makers; service users, informal carers and others in the voluntary sector; through to philosophers, neuroscientists and clinical researchers. Organised around a (...) series of case studies in five key topic areas - concepts of disorder, the philosophical history of psychopathology, philosophy of science, ethics and philosophical value theory, and philosophy of mind - the book provides a detailed introduction to the field and a framework for study and skill development. Each case study is supported by selected readings from both philosophy and mental health, thinking skills exercises, self-test questions, key learning points and detailed guides to further reading. There is an introduction for philosophers to classification and descriptive psychopathology, and for practitioners to philosophical methods (including logic). The philosophical topics covered include philosophical methods (analytic and Continental); phenomenology, hermeneutics and existentialism, logical empiricism and its successors; idealism and realism; reasons and causes; and modern theories of mind and brain, free will and personal identity. Topics from mental health include psychiatry and 'anti-psychiatry'; Jaspers' psychopathology and the new neurosciences; the future of psychiatric classifications; strengths-based approaches, recovery practice, social inclusion and diversity; and key topics in psychopathology, such as delusion, autism, disorders of volition, thought insertion and other experiences in schizophrenia. The Oxford Textbook of Philosophy of Psychiatry aims to secure the skills-base of the discipline by bringing philosophers closer to the realities of practice in mental health, and mental health practitioners closer to the resources of philosophy as a partner to the sciences in responding to the challenges of twenty-first century mental health and social care. (shrink)

'During the course of the seventeenth century, within the scholastic tradition itself, commentaries on Aristotle's natural philosophical works increasingly gave way to textbooks and compendia organized along thematic lines' (Dear 1985, 161).

Psychiatry is unique in medicine in being on the border between science and the humanities. Science provides insight into the 'causes' of a problem, enabling us to formulate an 'explanation', while the humanities provide insight into its 'meanings' and helps with our 'understanding'. The new interdisciplinary field of 'philosophy of psychiatry' has developed to explore the range of issues relevant to this border country. The Oxford Textbook of Philosophy and Psychiatry is a unique textbook which provides a detailed (...) introduction to the field, a framework for study and skill development, and an overview of current research. It focuses on case studies in 5 key topic areas. Each case study is supported by selected readings from both philosophy and mental health, thinking skills exercises, self-test questions, key learning points and detailed guides to further reading. (shrink)

Research in science education has recognized the importance of history and philosophy of science (HPS), and this has facilitated the evaluation of science textbooks. Purpose of this chapter is to review research based on analyses of science textbooks that explicitly use a history and philosophy of science framework. This review has focused on studies published in the 15-year period (1996–2010) and has drawn on the following major science education journals: International Journal of Science Education, Journal of (...) Research in Science Teaching, Science Education, and Science & Education. Based on HPS-related criteria, 52 articles were selected for review, and of these 28 were published in Science & Education, which clearly shows the importance of HPS for this journal. Selected articles were classified in the following subject areas depending on the textbooks analyzed: university biology textbooks (n = 2), university chemistry textbooks (n = 14), university physics textbooks (n = 17), and primary, secondary, and high school textbooks (n = 19). Results obtained revealed the following: (a) Most biology, chemistry, physics, and school science textbooks lack a history and philosophy of science perspective; (b) most of the textbooks analyzed were published in the USA and to a much lesser extent in other countries; (c) few studies provided details of the procedure and reliability of the application of criteria/rubric for analyzing textbooks; (d) some of the topics analyzed in the textbooks were nature of science, atomic structure, Newtonian mechanics, quantum mechanics, special theory of relativity, and evolution; (e) textbooks avoided including controversial and difficult aspects of different topics (e.g., concepts of force, weight, heat, temperature, origin of the quantum hypothesis, oil drop experiment, Millikan’s data supported Einstein’s photoelectric equation but not his theory); and (f) various science topics provide an opportunity to illustrate the tentative nature of scientific knowledge, and still very few textbooks referred to this important aspect. As textbooks do refer to laws and theories while referring to historical content, it is concluded that HPS is already “inside” the science curriculum provided textbook authors make an effort to scrutinize the historical reconstructions while dealing with the different topics. (shrink)

The achievements of classic and modern philosophy and methodology of scienсe have been concisely presented to help future professionals gain the necessary knowledge of modern philosophy and methodology of scientific knowledge in general and socioeconomic branches in particular. For PhD graduate students.

The tutorial is an expanded and revised English version of the Ukrainian edition. (Filosofiya nauky: navch. posib OM Kuzʹ, VF Cheshko - Kharkiv: KHNEU im. S. Kuznetsya, 2017.). -/- .

This piece offers a critique of what is commonly the structure of introductory philosophy textbooks, syllabi, and courses. The basic criticism is that this structure perpetuates the systematic devaluing of the views of historically marginalized and exploited people. The form my critique takes is that of a referee report on a hypothetical manuscript for an introductory philosophy textbook, authored by “Dr. Unspecified.” I examine what the manuscript chooses to focus on and what it chooses to omit from (...) discussion. I thereby outline much of the content typically used to introduce newcomers to philosophy, while illustrating that presenting exclusively that content supports a prejudiced view of philosophy. I try to show how this representation of philosophy marginalizes the concerns and insights of many and reinforces the disproportionate extent to which those who can do philosophy for a living are white, straight, men with typical body morphology. My report also identifies various ways that the content of an introductory philosophy textbook or course could be modified or supplemented in light of the sort of critique my report makes. (shrink)

Now available Open Access! See the Bloomsburycollections URL below. -/- Correct bibliographical information is as follows: Gottfried Achenwall, _Natural Law: A Translation of the Textbook for Kant's Lectures on Legal and Political Philosophy_, edited by Pauline Kleingeld, translated by Corinna Vermeulen, with an Introduction by Paul Guyer. London: Bloomsbury, 2020. -/- As the first translation into any modern language of Achenwall’s Ius naturae, from the 1763 edition used by Immanuel Kant, this is an essential work for anyone interested in Kant, (...) the natural law tradition or the history of legal and political theory. For over twenty years, Kant used this book as the basis for his lectures on natural law. It influenced his legal and political philosophy as well as his ethics, and it is indispensable for understanding Kant’s Feyerabend Lectures on Natural Law and his Metaphysics of Morals. -/- Articulating his theory of natural law with clear definitions and precise distinctions, Achenwall offers a lucid account that includes instructive comparisons with the work of Grotius, Hobbes, Pufendorf, Wolff and others. The volume also contains an Introduction by the eminent Kant scholar Paul Guyer, comparing Achenwall’s theory to the legal and political philosophy of Kant’s Doctrine of Right, and a concordance correlating Achenwall’s Natural Law to Kant’s Feyerabend Lectures on Natural Law. (shrink)

Why are the fundamentals of education apparently so little changed in our era of digital technology? Is their obstinate persistence evidence of resilience or obsolescence? Such questions can best be answered not by imagining an uncertain high-tech future, but by examining a well-documented past--a history of instruction and media that extends from Gilgamesh to Google. Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements and (...) practices. Friesen examines the interrelationship of reading, writing, and pedagogy in the case of the lecture and the textbook--from their premodern to their postmodern incarnations. Over hundreds of years, these two forms have integrated textual, oral, and (more recently) digital media and connected them with changing pedagogical and cultural priorities. The Textbook and the Lecture opens new possibilities for understanding not only mediated pedagogical practices and their reform but also gradual changes in our conceptions of the knowing subject and of knowledge itself. Drawing on wide-ranging scholarship in fields as diverse as media ecology and German-language media studies, Foucauldian historiography, and even archaeological research, The Textbook and the Lecture is a fascinating investigation of educational media. (shrink)

The philosophy of science has lost its self-confidence, witness the lack of advanced textbooks in contrast to the abundance of elementary textbooks. Structures in Science is an advanced textbook that explicates, updates, accommodates, and integrates the best insights of logical-empiricism and its main critics. This `neo-classical approach' aims at providing heuristic patterns for research. The book introduces four ideal types of research programs and reanimates the distinction between observational laws and proper theories. It explicates various patterns of (...) explanation by subsumption and specification as well as structures in reductive and other types of interlevel research. Its analysis of theory evaluation leads to new characterizations of confirmation, empirical progress, and pseudoscience. Partial analogies between progress in nomological research and progress in explicative and design research emerge. Finally, special chapters are devoted to design research programs, computational philosophy of science, the structuralist approach to theories, and research ethics. (shrink)

논자는 이 글에서 한국의 현행 고교 윤리(도덕) 및 철학 교과서에 나타난 반철학적·비철학적 교화의 흔적들을 적시하며 그것들을 극복하는 올바른 방향성의 윤곽을 시론적으로 제시해 보았다. 『고등학교 생활과 윤리』, 『고등학교 윤리와 사상』, 『고등학교 고전과 윤리』, 『고등학교 철학』 등 네 종의 검인정 교과서를 검토한 결과, 논자는 각각 ‘평면적·나열적 내용 구성’, ‘윤리의 도구적 합리화’, ‘동아시아 전통의 특권화’, ‘의사소통의 수직적 왜곡’으로 요약되는 네 가지 문제점이 그러한 교화의 흔적으로 교과서에 나타남을 발견할 수 있었다. 맨 먼저 논자는 ‘평면적·나열적 내용 구성’에 대해 향후 교과서의 내용 구성을 단순히 평면적이고 나열적인 (...) 방식에서 보다 더 입체적이고 문제 제기적인 방식으로 바꿔 나가야 한다고 주장했다. 둘째로 ‘윤리의 도구적 합리화’에 대해서는 교과서가 도덕적인 양심을 자양하는 밑거름이 되어야지 단순히 유불리에 따라서만 행동하는 타산성의 배양토가 되어선 안 된다고 주장했다. 셋째로 ‘동아시아 전통의 특권화’에 대해서는 동아시아 사상을 단순히 그것이 ‘우리 것’이란 이유로 윤리책에 싣기 전에 그중에서 윤리와 관련 있는, 그래서 윤리책에 실릴 만한 요소들을 가려내는 ‘윤리적 여과’가 선행되지 않으면 안 된다고 주장했다. 넷째로 ‘의사소통의 수직적 왜곡’에 대해서는 수업에서 행해지는 토론이 무리한 다수결로 결론을 급조하는 형식적 의결의 절차가 아니라 모두가 자신의 생각을 충분히 드러내고 타인의 생각을 충분히 경청하며 ‘함께하는 발견’에 도달하는 합리적 의사소통의 절차로 재정립되어야 한다고 주장했다. (shrink)

The Politics of the Texbook analyzes the factors that shape production, distribution and reception of school texts through original essays which emphasize the double-edged quality of textbooks. Textbooks are viewed as systems of moral regulation in the struggle of powerful groups to build political and cultural accord. They are also regarded as the site of popular resistance around discloding the interest underlying schoolknowledge and incorporating alternative traditions.

The philosophy of science has lost its self-confidence. Structures in Science (2001) is an advanced textbook that explicates, updates and integrates the best insights of logical empiricism and its main critics. This "neo-classical approach" aims at providing heuristic patterns for research.The book introduces four ideal types of research programs (descriptive, explanatory, design and explicative) and reanimates the distinction between observational laws and proper theories without assuming a theory-free language. It explicates various patterns of explanation by subsumption and specification as (...) well as structures in reductive and other types of interlevel research. Its threefold analysis of theory evaluation leads to new characterizations of confirmation, empirical progress, and truth approximation. What emerges are partial analogies between progress in nomological research, presented in detail in From Instrumentalism to Constructive Realism (2000) and progress in explicative and design research. Finally, special chapters are devoted to design research programs, computational philosophy of science, the structuralist approach to theories, and research ethics.The present synopsis of Structures in Science highlights the main topics, the final emphasis being on design research and research ethics. (shrink)

A three chapter part of a textbook for undergraduate philosophy majors.

"The Textbook of Yoga Psychology, written by noted Sanskrit scholar and yogi Ramamurti S. Mishra, M.D., combines his definitive translation with an inspiring interpretation of Patanjali's Yoga Sutras. Patanjali's ancient formulae for self-analysis make this text crucial to the proper understanding of the philosophy, psychology and practice of Yoga. An extensive Introduction provides a lucid and thorough examination of the Sankhya Yoga Philosophy from which the Yoga Sutras emerged. The accessibility of Dr. Mishra's translation of the Yoga Sutras (...) has made this the favorite among beginning Yoga students, while experienced yogis and novices both appreciate the clarity of his commentaries on each sutra. Dr. Mishra's interpretation is unique in placing this ancient work in a modern context, examining Yoga psychology in the light of recent advances in psychiatry, psychology and parapsychology." --. (shrink)

Annotations to the Dbu ma'i spyi don zab don gsal ba'i sgron me by Paṇ-chen Bsod-nams-grags-pa, 1478-1554.

It is frequently claimed by critical thinking and logic textbooks that people commonly commit the fallacy of affirming the consequent. This paper argues that if people did commitment this fallacy with any type of regularity, then it would be easy to locate examples from news media. However, a review of the examples cited by critical thinking and logic textbooks show that it is nearly impossible to find a real instance of this logical fallacy since purported instances of the (...) fallacy are not deductive inferences at all but are instead inferences to the best explanation. (shrink)

In his Fallacies, Hamblin (1970) castigated what he called the “standard treatment” of fallacies in introductory textbooks of his day as debased, worn-out, dogmatic, and unconnected to anything else in modern logic. A bit more than 50 years later, I investigate the treatment of fallacies in six English-language introductory textbooks with a section on fallacies that have gone into 10 or more editions, to see whether their treatment of fallacies has taken account of the scholarship on fallacies that (...) Hamblin’s book evoked and is better than the treatment that Hamblin described. The answer is: not much. I conclude by setting out criteria for an adequate treatment of fallacies in an introductory textbook. (shrink)

There is a difficulty in distinguishing the cultural heritage of Europe from the cultures deriving from the European tradition. They do not want to be regarded as the provinces under the European domination. This is not the only problem which emerges when we describe European civilization as a product of Greek and Christian traditions. The authors of the textbook entitled Between the Myth and the Logos were confronted with much greater difficulty, namely, with the need of defining what in the (...) European philosophy and culture makes a whole, and what stays apart from this unity and determines the unique character of the currents of thought specific for different European regions and countries. It was essential therefore to select philosophers and their works in such a way, that the choice might reflect the unity of European philosophy and, at the same time, save the differences existing between philosophers and between methods of philosophy conditioned, to a certain extent, by the economical, political and cultural specificity of the European countries. (shrink)

This paper examines, from the point of view of a philosopher of science, what it is that introductory science textbooks say and do not say about 'scientific method'. Seventy introductory texts in a variety of natural and social sciences provided the material for this study. The inadequacy of these textbook accounts is apparent in three general areas: (a) the simple empiricist view of science that tends to predominate; (b) the demarcation between scientific and non-scientific inquiry and (c) the avoidance (...) of controversy-in part the consequence of the tendency toward textbook standardization. Most importantly, this study provides some evidence of the gulf that separates philosophy of science from science instruction, and examines some important aspects of the demarcation between science and non-science-an important issue for philosophers, scientists, and science educators. (shrink)

José Luis Bermúdez introduces the philosophy of psychology as an interdisciplinary exploration of the nature and mechanisms of cognition. _Philosophy of Psychology_ charts out four influential 'pictures of the mind' and uses them to explore central topics in the philosophical foundations of psychology, including the relation between different levels of studying the mind/brain; the nature and scope of psychological explanation; the architecture of cognition; and the relation between thought and language. Chapters cover all the core concepts, including: models of (...) psychological explanation the nature of commonsense psychology arguments for the autonomy of psychology functionalist approaches to cognition computational models of the mind neural network modeling rationality and mental causation perception, action and cognition the language of thought and the architecture of cognition. _Philosophy of Psychology: A Contemporary Introduction_ is a very clear and well-structured textbook from one of the leaders in the field. (shrink)