Volume 1 of The Early Works of John Dewey, 1882-1898 is entitled Early Essays and Leibniz's New Essays Concerning the Human Understanding, 1882-1888. Included here are all Dewey's earliest writings, from his first published article through his book on Leibniz. The materials in this volume provide a chronological record of Dewey's early development--beginning with the article he sent to the Journal of Speculative Philosophy in 1881 while he was a high-school teacher in Oil City, Pennsylvania, and (...) closing with his widely-acclaimed work on Leibniz in the Grigg's Series of German Philosophical Classics, written when he was an Assistant Professor at the University of Michigan. During these years be-tween 1882 and 1888, Dewey's life course was established: he decided to follow a career in philosophy, completed doctoral studies at Johns Hopkins University, became an Instructor at the University of Michigan, was promoted to Assistant Professor, and accepted a position as Chairman of the Department of Philosophy at the University of Minnesota. With the publication of Psychology, he became well known among scholars in this country; a series of articles in the British journal Mind brought him prominence in British philosophical circles. His articles were abstracted in the Revue philosophique. None of the articles collected in this volume was reprinted during the author's lifetime. For the first time, it is now possible for Dewey scholars to study consecutively in one publication all the essays which originally appeared in many periodicals. (shrink)

This third volume in the definitive edition of Dewey's early work opens with his tribute to George Sylvester Morris, the former teacher who had brought Dewey to the University of Michigan. Morris's death in 1889 left vacant the Department of Philosophy chairmanship and led to Dewey's returning to fill that post after a year's stay at Minnesota. Appearing here, among all his writings from 1889 through 1892, are Dewey's earliest comprehensive statements on logic and his first book on ethics. (...) Dewey's marked copy of the galley-proof for his important article The Present Position of Logical Theory, recently discovered among the papers of the Open Court Publishing Company, is used as the basis for the text, making available for the first time his final changes and corrections. The textual studies that make The Early Works unique among American philosophical editions are reported in detail. One of these, A Note on Applied Psychology, documents the fact that Dewey did not co-author this book frequently attributed to him. Six brief unsigned articles written in 1891 for a University of Michigan student publication, the Inlander, have been identified as Dewey's and are also included in this volume. In both style and content, these articles reflect Dewey's conviction that philosophy should be used as a means of illuminating the contemporary scene; thus they add a new dimension to present knowledge of his early writing. (shrink)

This third volume in the definitive edition of Dewey's early work opens with his tribute to George Sylvester Morris, the former teacher who had brought Dewey to the University of Michigan. Morris's death in 1889 left vacant the Department of Philosophy chairmanship and led to Dewey's returning to fill that post after a year's stay at Minnesota. Appearing here, among all his writings from 1889 through 1892, are Dewey's earliest comprehensive statements on logic and his first book on ethics. (...) Dewey's marked copy of the galley-proof for his important article The Present Position of Logical Theory, recently discovered among the papers of the Open Court Publishing Company, is used as the basis for the text, making available for the first time his final changes and corrections. The textual studies that make The Early Works unique among American philosophical editions are reported in detail. One of these, A Note on Applied Psychology, documents the fact that Dewey did not co-author this book frequently attributed to him. Six brief unsigned articles written in 1891 for a University of Michigan student publication, the Inlander, have been identified as Dewey's and are also included in this volume. In both style and content, these articles reflect Dewey's conviction that philosophy should be used as a means of illuminating the contemporary scene; thus they add a new dimension to present knowledge of his early writing. (shrink)

When discussing Wilfrid Sellars’s philosophy, very little work has been done to offer a developmental account of his systematic views. More often than not, Sellars’s complex views are presented in a systematic and holistic fashion that ignores any periodization of his work. I argue that there is a metaphilosophical shift in Sellars’s early philosophy that results in substantive changes to his conception of language, linguistic rules, and normativity. Specifically, I claim that Sellars’s shift from a formalist metaphilosophy to one (...) more closely aligned with psychology allows for the construction of a normative conception of language. My central claim is that without his abandonment of earlier metaphilosophical commitments, Sellars could not hold what I call an external conception of normativity. It is this move away from a formalist notion of philosophy that allows Sellars to construct a normative picture of language. I conclude that because this substantive shift in philosophical commitments results from changes in Sellars’s metaphilosophical views, there is insight to be found in a meticulous periodization of his work. (shrink)

In the past 250 years, David Hume probably had a greater impact on the field of philosophy of religion than any other single philosopher. He relentlessly attacked the standard proofs for God's existence, traditional notions of God's nature and divine governance, the connection between morality and religion, and the rationality of belief in miracles. He also advanced radical theories of the origin of religious ideas, grounding such notions in human psychology rather than in divine reality. In the last decade (...) of his life Hume wrote 'I cou'd cover the Floor of a large Room with Books and Pamphlets wrote against me'. Indeed, most of these targeted his writings on religion. This, the third part of the Early Responses to Hume series, and perhaps the most eagerly awaited, collects responses to Hume's writings on religion published during his life, namely, 'Of Miracles', 'Of a Particular Providence and a Future State', The Natural History of Religion , and the posthumously published works Dialogues Concerning Natural Religion , 'Of Suicide' and 'Of the Immortality of the Soul'. The set covers a wide range of the replies Hume's writings provoked, including contributions by Philip Skelton, William Adams, Thomas Rutherforth, William Warburton, Anthony Ellys, John Douglas, John Leland, Thomas Stona, Voltaire, George Campbell, Herman Andrew Pistorius, Duncan Shaw, William Samuel Powell, Thomas Hayter, Joseph Milner, William Paley, Charles Moore, Richard Joseph Sulivan, John Hey, Samuel Vince, Lord Brougham and Thomas De Quincey. (shrink)

This third volume in the definitive edition of Dewey's early work opens with his tribute to George Sylvester Morris, the former teacher who had brought Dewey to the University of Michigan. Morris's death in 1889 left vacant the Department of Philosophy chairmanship and led to Dewey's returning to fill that post after a year's stay at Minnesota. Appearing here, among all his writings from 1889 through 1892, are Dewey's earliest comprehensive statements on logic and his first book on ethics. (...) Dewey's marked copy of the galley-proof for his important article The Present Position of Logical Theory, recently discovered among the papers of the Open Court Publishing Company, is used as the basis for the text, making available for the first time his final changes and corrections. The textual studies that make The Early Works unique among American philosophical editions are reported in detail. One of these, A Note on Applied Psychology, documents the fact that Dewey did not co-author this book frequently attributed to him. Six brief unsigned articles written in 1891 for a University of Michigan student publication, the Inlander, have been identified as Dewey's and are also included in this volume. In both style and content, these articles reflect Dewey's conviction that philosophy should be used as a means of illuminating the contemporary scene; thus they add a new dimension to present knowledge of his early writing. (shrink)

The editorial board of the co-operative Research on Dewey Publications Project at Southern Illinois University should be cheered for this magnificent edition of Dewey's Psychology. Anyone who has attempted to do serious scholarly work on Dewey knows the present chaos existing among his published works. We have needed a careful edition of Dewey's collected works. But the project at Southern Illinois is attempting to do much more—to provide definitive critical editions of Dewey's works. Without being pedantic, (...) the editorial board has made an intelligent use of the best modern scholarly techniques. The result is an invaluable edition of the Psychology for the scholar, and a very readable text for the curious. It is now possible to locate at a glance the various works that Dewey cites in his study, and to discover the ways in which Dewey altered his text in the course of its twenty-six printings. As for the Psychology itself—Dewey's first book—one is struck again by its oldness and newness. It is at once bound by the tradition of psychology textbooks of the time and breaks out of these bounds with fresh ideas that were destined to form the basis for Dewey's mature philosophic outlook. The care, intelligence, and taste used in designing this definitive edition ought to serve as a model for modern editions of philosophical texts.—R. J. B. (shrink)

The present paper discusses some concepts and materials that may be linked to Īśvarasena’s theory of non-cognition. These include the concept of feiliang 非量 as found in the writings of Dharmapāla, Asvabhāva, Jinaputra and their Chinese counterparts, and apramāṇatā (or apramāṇatva), as found in the works of Dharmakīrti and his commentators. I shall demonstrate that the two concepts in many ways mirror the theory of three pramāṇas, proposed by Īśvarasena. As most of these materials are from the sixth to (...) eighth century, they are extremely helpful for clarifying the early development of the theory of non-cognition and filling gaps in our understanding of the early development of this theory. (shrink)

In this essay an effort is made to answer the question of what function psychology and psychiatry have in merleau-ponty's ``the structure of behavior and phenomenology of perception''. it is argued that in his first book merleau-ponty tried to present a philosophical critique of the behaviorist and gestaltist interpretations of empirical psychology, whereas ``phenomenology of perception'' attempts to make a contribution to philosophical anthropology which in many instances employs analyses which belong to phenomenological psychology, the regional ontology (...) of psychic phenomena. (shrink)

Clarifying the effects of biliteracy on cognitive development is important to understanding the role of cognitive development in L2 learning. A substantial body of research has shed light on the cognitive factors contributing to biliteracy development. Yet, not much is known about the effect of the degree of exposure to biliteracy on cognitive functions. To fill this research void, we measured three categories of biliteracy skills jointly and investigated the effects of biliteracy skill performance in these three categories on cognitive (...) skills in Chinese L1 children who were exposed to English as L2 beginning at age 3 or in grade 3. In this cross-sectional study, 10 parallel Chinese and English language, reading, and cognitive–linguistic measures were administered to emerging Chinese–English bilingual children in grade 3 and grade 6. The results revealed that early exposure to Chinese–English biliteracy enhanced cognitive skills but with a cost of a slight delay in performance on Chinese L1 language skills in grade 3. Importantly, the present findings suggest that, in addition to universal and developmental processes, the cumulative effect of early and sustained bi-scriptal exposure enhances working memory and attention in school children. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Leibniz on Innate Ideas and the Early Reactions to the Publication of the Nouveaux Essais (1765)* GIORGIO TONELLI LIzmNIz' Nouve~ Essais,written in 1703-1705 (citedhereafter as NE), were posthumously published by Raspe x in 1765, at the beginning of a Leibniz revivalwhich was alsomarked by thelargeDutens editionof 1768. As the greatupheaval in Kant's thought took place in 1769, and as thisupheaval had as one of itsmain characteristicsthe rejection of (...) sensibility as the sole source of knowledge,2 it is easy to infer that Kant's reading of the NE may have been one of the elements prompting him to adopt his new solution. It is not the ambition of this paper to answer that difficult question: rather it is an attempt towards clearing the ground for an answer to it, by inquiring into the early reactions of philosophical circles, especially German, to the appearance of the NE. To what extent was the significance of the particular doctrines expounded in the NE noticed? To what extent did contemporary philosophers realize that these were to profoundly modify the picture of Leibniz' psychological tenets? And, therefore, to what extent could Kant have been stimulated by a widespread reaction to pay special attention to the peeu!ia~lies of that work7 In conformity with this purpose, I shall focus my research on the question o/the origin of knowledge. As it is my task to reconstruct a general philosophical atmosphere, I will not confine my research to philosophic reactions prior to 1769, but will also take into consideration some attitudes of the following decade. As frequently happens in the history of ideas, the impact of a certain event may be noticed almost immediately after its occurrence, but the documentation of its effects may be available only after a certain delay. But they are nevertheless indicative of that prior impact. Before starting this enquiry, I shall: (1) point out the difference between the doctrine in question as it is expounded in the NE and as it appeared in the previously published works of Leibniz; (2) examine the interpretations of Leibniz' psychology prior to 1765, especially as represented in the version which was accepted by Wolff and incorporated into his system. * I want to expressmy gratitude to my friend Dr. Heinrieh Schepers,Director of the LeibnizStelle of Miinster University, for severalreferences and suggestions,and for his sympathy with the subjectof this paper. 1 Oeuvres philosophique$ latines et franfaises du feu Mr. de Leibniz tir~es de ses Manuscrits qui #e conservent dans la Biblioth~que royale ~ Hanovre et publi~es par M. Rud. Eric Raspe. Avec une preface de Mr. Kaestner, Professeur en math$matique d GOttingue (Amsterdam et Leipzig, 1765). Cf. (3. Tondli, "Die Umwiilzung yon 1769 bed Kant," Kant-Studien,LIV (1963), 369 ft. [437] 438 HISTORY OF PHILOSOPHY I. It is an obvious principle in Leibniz' metaphysics that all knowledge stems from the interior of the soul, or monad: from this point of view, it may correctly be stated that for Leibniz all knowledge is innate. It is equally obvious in our day that Leibniz held that there is a basic distinction between the way we know necesstwy and universal truths, emerging from the soul's intellect, and the way we know contingent and particular truths, emerging from the soul's sensibility. Therefore, from a psychological and exoteric point of view (as in the NE) the first kind of truths may be called innate (par excellence), while the second may be called acquired. As it happened, the works of Leibniz published prior to 1765 almost exclusively represented the general metaphysical point of view, and this led to a fatal distortion of his thought by his followers. The interpretations of Leibniz were from the very beginningm and still are in our day---profoundly influenced by the fact that many of Leibniz' works were not published in his lifetime, but appeared (and still shall appear) posthumously during more than two centuries. Consequently the distinction between the origin of necessary and the origin of contingent truths was generally overlooked. This is clearly explained by an examination of Leibniz' worksa which were published before his death (1716) and shortly thereafter. One of the most influential... (shrink)

Drawing on early work on ethical leadership, we argue that when leaders engage in leader moral hypocrisy (i.e., ethical promotion without ethical demonstration), followers can experience psychological reactance—a negative response to a perceived restriction of freedom—which can have negative downstream consequences. In a survey of employee–manager dyads (study 1), we demonstrate that leader moral hypocrisy is positively associated with follower psychological reactance, which increases follower deviance. In two subsequent laboratory experiments, we find similar patterns of results (study 2) and (...) explore potential alternative mechanisms (study 3). We demonstrate in a final experiment with working adults that the relationship between leader moral hypocrisy and psychological reactance is partly explained by increased perceptions of a leader’s use of power (study 4). We discuss the implications of our findings and advocate for further understanding of the risks associated with psychological reactance in response to leaders and other workplace situations. (shrink)

In this chapter I invite the reader to consider the philosophical assumptions which underpin the early career aims and objectives of Barrie Kosky. A focus will be his “language” of opera, and the processes by which the audience is prompted to interpret it. The result will be to see how Kosky creates mystery and meaning while avoiding fantasy and escapism; and can express psychological truth while stimulating subjective interpretations. The point will be to show that Kosky’s oeuvre demonstrates a (...) central concept in the Kantian tradition of aesthetic theory regarding the key process in creative expression, and that is the evocation/communication of “aesthetic ideas”. (shrink)

English summary: Condillacs 1746 Essai sur lorigine des connaissance humaines represents a pioneering approach to the philosophy of knowledge. Working through a semiotic method, Condillac is able to radically revisit the theory of ideas developed by predecessors such as Malebranche and Locke. This critical edition allows readers to better understand Condillacs essential contributions to Enlightenment philosophy. French description: L'Essai sur l'origine des connaissances humaines que Condillac publie en 1746 est un texte surprenant a plusieurs points de vue. Il l'est tout (...) d'abord du fait qu'on ne sait pas exactement dans quelles conditions il a ete compose, et que, faute de manuscrits, il reste impossible a ce jour d'en connaitre la redaction initiale. Dans ses ouvrages ulterieurs, Condillac en a par ailleurs critique plusieurs elements, mais rien ne nous permet de savoir s'il a touche a l'Essai quand il a entrepris de reviser ses ecrits en vue de leur publication dans ses oeuvres completes qu'il n'aura pas eu le temps de mener a bonne fin. Il l'est aussi dans son contenu qui s'efforce d'articuler une philosophie de la connaissance avec ce que nous considererions comme une semiotique generale. Dans cet effort, le genie de Condillac prend appui sur toute la culture de son temps pour ouvrir avec alacrite une voie de recherche dans laquelle il fait oeuvre de pionnier. Ayant en effet arrime l'idee au signe, il entreprend l'inventaire des modalites de fonctionnement de toutes les especes de signes d'institution. Il lui devient alors possible de bousculer de l'interieur la theorie des idees sous les formes qu'elle a prises chez ses predecesseurs, en particulier Malebranche et Locke, et de reconduire sans reste l'idee jusqu'a la sensation. Au cours de ce travail, il met en place non seulement les bases, mais jusqu'au projet, destine a alimenter pour longtemps les discussions, d'une theorie de l'esprit. (shrink)

To this circumstance is probably to be ascribed the little progress, which has hitherto been made in the PHILOSOPHY OF THE HUMAN MIND ; a, science, ...

Insects factored as ‘symbols of instinct’, necessary as a rhetorical device in the boundary work of early social psychology. They were symbolically used to draw a dividing line between humans and animals, clarifying views on instinct and consciousness. These debates were also waged to determine if social psychology was a subfield of sociology or psychology. The exchange between psychologist James Mark Baldwin and sociologist Charles Abram Ellwood exemplifies this particular aspect of boundary work. After providing a (...) general background of the debates, I turn specifically to the writings of Baldwin and Ellwood between 1890 and 1936, tracing the use of insects as ‘symbols of instinct’. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This study aimed to explore the influence of the visuospatial active working memory sub-components on early math skills in young children, followed longitudinally along the first two years of primary school. We administered tests investigating visual active working memory (jigsaw puzzle), spatial active working memory (backward Corsi), and math tasks to 43 children at the beginning of first grade (T1), at the end of first grade (T2), and at the end of second grade (T3). Math tasks were select according (...) to the children’s age and their levels of formal education: the “Battery for the evaluation of numerical intelligence from 4 to 6 years of age” (BIN 4–6) at T1 to test early numerical competence and the “Test for the evaluation of calculating and problem-solving abilities” (AC-MT 6–11) to test math skills at T2 and T3. Three regression models, in which the predictors were identified through a forward selection based on the use of the Bayesian information criterion (BIC) index, were performed to study the relationship between visual and spatial working memory and math ability at the three points in time. The results show that spatial working memory influences early numerical performance at T1, while early numerical performance is the unique predic-tor of math performance at T2. At the end of the second grade, the regression model reveals a relationship between math performance and both visual and spatial working memory and the attenuation of the importance of domain-specific predictors. The study depicts the dif-ferent implications of visual and spatial working memory predictors over the children’s de-velopment periods and brings additional evidence to the debate on the relationship between visuospatial working memory and math ability in young children. (shrink)

Two stories have dominated the historiography of early modern philosophy: one in which a seventeenth century Age of Reason spawned the Enlightenment, and another in which a skeptical crisis cast a shadow over subsequent philosophy, resulting in ever narrower "limits to knowledge." I combine certain elements common to both into a third narrative, one that begins by taking seriously seventeenth-century conceptions of the topics and methods central to the rise of a "new" philosophy. In this revisionist story, differing approaches (...) to the central subject matter of early modern metaphysics--knowledge of substances through their essences and causal powers--arise as a result of disagreements about the powers of the human cognitive faculties. Methodological writings are seen as attempts to direct readers in the proper use of their cognitive faculties. The early modern rejection of the Aristotelian theory of cognition ranks equally in importance with rejection of Aristotelian doctrines about nature. Skepticism is more often than not a tool to be used in teaching the reader the proper use of the cognitive faculties, or indeed in convincing the reader of the existence or inexistence of certain cognitive faculties or powers. Instead of early modern "epistemology" or "theory of knowledge," one speaks, with seventeenth century writers, of theories of the cognitive faculties and their implications for the possibility of human knowledge. The early modern rejection of Aristotelian logic can then be seen as reflecting a negative assessment about the fit between syllogistic reasoning and logic as an art of reasoning or thinking which refines the use of the cognitive faculties. -/- Central to this new historiography is the story of the relation between the intellect and senses as cognitive faculties or powers. The development of philosophy from Descartes to Kant can be portrayed as a series of claims about the power of the intellect to know the essences of things, with resulting consequences for ontology and the foundations of natural philosophy. I illustrate this revised narrative by comparing three conceptions of the intellect in three philosophical settings, provided by several late scholastic Aristotelians, Descartes, and Locke. I have two aims: first, to exhibit the central role played by the conception of intellect or understanding in these authors, and, second, to locate their discussions of the cognitive faculties in relation to recent understandings of psychology, epistemology, logic, mind, and their relations. Early modern writings do not easily fit into the modern categories of epistemology and psychology; more generally, the early modern concern with the workings of mind does not coincide with recent conceptions of naturalism. These findings can help us to see problems with our current categories. (shrink)

This revised edition contains a substantial review of recent work on Aristotle's philosophy of mind, together with a new bibliography.

This article on the early history of phenomenological psychological research in the academic context in America focuses on the four approaches of the following respective psychologists: 1) Donald Snygg, Arthur W. Combs, and Anne C. Richards and Fred Richards; 2) Robert B. MacLeod; 3) Adrian L. van Kaam; and 4) Amedeo P. Giorgi. It begins by first addressing the "context" for this early history namely, the European origin of philosophical phenomenology and the connection of it with the (...) class='Hi'>psychology of its times in Europe, and then the American background for the development of a sensibility for phenomenology and an eventual connection of phenomenology with psychology. Each of the four positions was examined in terms of basic approach to the study of human experience and behavior. That is, examination was directed toward whether the respective position was under the aegis of psychology as a human science or as a natural science. Also examined were the research postures and the methodologies of the four positions in terms of their respective degrees of reflecting either the human science or the natural science approach, and in terms of their approximation to a phenomenological psychology. It was found that syncretism characterized the approaches of the first three positions, and that there was either an absence of phenomenological psychological method in the psychologies of those positions or, in the case of MacLeod, an undeveloped and non-worked-out method. Only the work of Amedeo Giorgi presented 1) a human science approach that was radical and not compromised by natural science syncretions, and 2) an articulated phenomenological psychological method based on Husserl's concept of intentionality and on mediation of Merleau-Ponty's philosophical phenomenological method. (shrink)

ABSTRACT Despite widespread interest in individual life histories, few biographies of scientists make use of insights derived from psychology, another discipline that studies people, their thoughts, and their actions. This essay argues that recent theoretical work in psychology and tools developed for clinical psychological practice can help biographical historians of science create and present fuller portraits of their subjects' characters and temperaments and more nuanced analyses of how these traits helped shape their subjects' scientific work. To illustrate this (...) thesis, the essay examines the early career of James McKeen Cattell—an influential late nineteenth‐ and early twentieth‐century experimental psychologist—through a lens offered by psychology and argues that Cattell's actual laboratory practices derived from an “accommodation” to a long‐standing “cognitive deficit.” These practices in turn enabled Cattell to achieve more precise experimental results than could any of his contemporaries; and their students readily adopted them, along with their behavioral implications. The essay concludes that, in some ways, American psychology's early twentieth‐century move toward a behavioral understanding of psychological phenomena can be traced to Cattell's personal cognitive deficit. It closes by reviewing several “remaining general questions” that this thesis suggests. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Introduction to the 30th Anniversary Issue of Philosophy, Psychiatry, & PsychologyJohn Z. Sadler (bio)This issue marks the 30th anniversary of Philosophy, Psychiatry, and Psychology (PPP). All of us at the journal are grateful to our authors, readers, editors, and publishers for enabling this landmark. To commemorate this event, I invited our Founding Editor and Chair of the Advisory Board, K.W.M. "Bill" Fulford to write a brief essay, along (...) with our panel of smart and industrious senior editors. Their instructions were simple: 500 words on PPP past, present, and/or future. These essays appear in the pages to follow. As Editor-in-Chief, I write about PPP's early commitments as a scholarly journal, situate these in the history of academic publishing, and muse over our current moment.Bill Fulford briefly discusses the early years of the journal in his essay. My perspective emerges from an editor's perspective. As co-editors in the early years, Bill and I were committed to an international authorship with comparable editorial oversight. We wanted to build a journal that would equally recognize clinical science and practice and philosophy, maintaining the rigor of each field. We saw philosophers and mental health practitioners as equal partners, collaborators, innovators, and educators. More important, PPP was intended to offer up the best criticism of the mental health and related fields.The scattershot history of scholarly editing has identified several functions of the editor over the centuries following Gutenberg's invention of the printing press in the mid-1440s. The earliest editors took liberties with the language of the Bible, trying to make it more accessible to the public; the printing press permitted fast and inexpensive reproduction. Not surprisingly, this popularizing of the Bible led to praise as well as outrage. The printing of other scholarly works followed quickly. In 1470, only about 25 years after the invention of the printing press, Niccolo Perroni called for Pope Paul II to censor Andrea Bussi's edition of Pliny the Elder's Natural History, an anthology of then-ancient writings about the natural world. This marked the first recorded instance of censorship of a more-or-less secular scholarly work (Monfasani, 1988). In the ensuing centuries, "editors" initially were the popularizers, and later the gatekeepers of texts worth (and not worth) reading. In the [End Page 1] ensuing centuries into the present, editors have been venerated both as defenders of good reading and reviled as censors or intellectual selfaggrandizers.The current moment, in my view, represents a crisis in the history of editing and editorship. Digital communications have liberated communications worldwide. However, this liberty has come at the cost of colossal amounts of material not worth reading and an explosion of divisive, destructive discourse. Even worse, internet "trolls" on social media have moved bullying out of the schoolyard and into international cyberspace. Determining what is worth reading has moved away from a cluster of (hopefully) responsible editors to anyone who wants to go to the small effort of silencing others through online harassment and even violent threats. Such cyberbullying does not eliminate elitism, but instead substitutes a toxic online "elite" without principle other than self-promotion and the alienation of others. Our contemporary online culture has yet to figure out how to shape what is, and is not, worth reading.My wish and intent for the future of PPP is to maintain and grow our place of rational, deliberative, and open discourse, even in the face of such disruptive cultural change.John Z. Sadler John Z. Sadler, MD, is the Editor-in-Chief of PPP. He is the Daniel W. Foster, MD, Professor of Medical Ethics at the University of Texas Southwestern Medical Center, as well as a Professor of Psychiatry there. He has been a PPP editor since its inception.ReferenceMonfasani, J. (1988). The first call for press censorship: Niccolo Perotti, Giovanni Andrea Bussi, Antonio Moreto, and the editing of Pliny's Natural History. Renaissance Quarterly, 41, 1–31. Google ScholarCopyright © 2023 Johns Hopkins University Press... (shrink)

Les Parva Naturalia designent traditionnellement chez Aristote neuf brefs traites ou le philosophe expose des questions relatives soit a la psychologie, soit a la biologie, humaine et animale, en tous les cas aux fonctions communes a l'ame et au corps. Parmi eux, Sur la Sante et la maladie a ete malheureusement perdu. Quant a Sur la respiration, son authenticite a ete mise en doute. Restent cependant les sept autres textes ou Aristote examine des questions aussi diverses que l'influence de la (...) divinite sur les reves, la memoire ou les rapports entre les quatre elements et les cinq organes des sens. Notre edition rassemble en un volume, De la sensation et des sensibles, De la memoire et de la reminiscence, Du sommeil et de la veille, Des reves, De la divination dans le sommeil, De la brievete de la vie et De la jeunesse et de la vieillesse. L'introduction presente ces textes en montrant les implications philosophiques de ces traites techniques notamment pour la memoire. Les liens ou les rappels avec d'autres oeuvres d'Aristote, comme Des Partis des animaux ou De La generation des animaux sont mis en evidence. L'histoire des manuscrits est brievement relatee, tandis que les principes d'editions sont justifies. Des notes accompagnent la lecture. (shrink)

This new edition of Aristotle's Nicomachean Ethics is an accurate, readable and accessible translation of one of the world's greatest ethical works. Based on lectures Aristotle gave in Athens in the fourth century BCE, Nicomachean Ethics is one of the most significant works in moral philosophy, and has profoundly influenced the whole course of subsequent philosophical endeavour. It offers seminal, practically oriented discussions of many central ethical issues, including the role of luck in human well-being, moral education, responsibility, (...) courage, justice, moral weakness, friendship and pleasure, with an emphasis on the exercise of virtue as the key to human happiness. This second edition offers an updated editor's introduction and suggestions for further reading, and incorporates the line numbers as well as the page numbers of the Greek text. With its emphasis on accuracy and readability, it will enable readers without Greek to come as close as possible to Aristotle's work. (shrink)

I argue that the familiar picture of the rise of analytic philosophy through the early work of G. E. Moore and Bertrand Russell is incomplete and to some degree erroneous. Archival evidence suggests that a considerable influence on Moore, especially evident in his 1899 paper ‘The nature of judgment,’ comes from the literature in nineteenth-century empirical psychology rather than nineteenth-century neo-Hegelianism, as is widely believed. I argue that the conceptual influences of Moore’s paper are more likely to have (...) had their source in the work of two of Moore’s teachers, G. F. Stout and James Ward. What may be called an anti-psychologism about psychology characterizes the work of these and other psychologists of the period. I argue that the anti-psychologism that is the main aim of Moore’s early theory of judgment is an adaptation of this notion, which is significantly dissimilar from the notion defended by Bradley, traditionally thought to have been a key influence on Moore.Keywords: G. E. Moore; Bertrand Russell; Propositions; Anti-psychologism; Early analytic philosophy; G. F. Stout. (shrink)

This edition of Zerah yah's Hebrew translation of "De Anima," Aristotle's monograph on the soul, is of major importance for the history of transmission of Aristotle's text in the Middle Ages. Zerah yah's translation is based on the same lost Arabic translation as Averroes' long commentary, and the solution which it provides for the question of the authorship of this lost Arabic translation thus also holds good for Averroes' text.

The author takes on the task of describing the interface between emotion and cognition by way of a narrative about psychology, and its meaning to his life. Using time as an overall metaphor, or perhaps a foundation stone underpinning a series of seemingly unconnected events, some insight is given into the author's personal life. The author invokes the works of feminist philosopher and author, Susan Faludi, to portray some aspects of his journey through fantasy, and then the reality (...) of a disparate practice on two continents in psychology and neuropsychology. With particular reference to Faludi's portrayal of men as failed heroes without a role in modern society, the author discovers that all of his work with others has been a work with his own troubled soul, and his failed heroism. Calling on his early role models, and life with and without a sense of purpose, he learns from his clients the value of courage and patience, a spiritual as well as intellectual journey that leads him to become many things to many people in order to heal them, and himself. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:“Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music by Julia Eklund KozaJune Boyce-TillmanJulia Eklund Koza, “Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music (Ann Arbor, MI: University of Michigan Press, 2021)This is a difficult book to read not only because of its length but also its content. While reading the history of eugenics and how it played out (...) in the invention of the holocaust, I found myself feeling the nausea that I similarly feel when embarking on Margaret Attwood’s Handmaid’s Tale. I also remembered how I had used the Seashore tests of musical ability in my time teaching in London primary schools. I was faced with a common problem in UK State schools–three places for violin tuition and twenty children seeking them. The Seashore tests appeared to be the answer to the problem. The claims made for them were that they would tell me which children were likely to succeed because they had more musical ability than others. It was only in the process of using them that I realized that this was an unjustified claim. Conversations with John Sloboda revealed two other aspects that might play out in musical success. One was a moment/event which made a person fall in love with a particular instrument and want to learn it. The other was the amount of time a person would put in to practice the instrument, which in many London contexts with high-rise flats and no soundproofing [End Page 83] was extremely difficult. All that the Seashore tests showed was the third aspect involved in engagement with music, which was the ability to recognize the musical patterns of a particular culture. But what this book shows us so clearly is the danger of rating this ability to grasp the musical patterns of the Western classical musical traditions as the totality of musical ability. Beneath this is the belief that some people are innately musical but, more significantly, others are not. In my experience, musicality is a difficult area in our UK culture; people are more likely to say that they are not musical in a way that they would not in relation to any other academic discipline such as English, geography or history. In many educational contexts, I have pointed out that, if a teacher believes that some students are musical and some are not, then it is unethical to have class music lessons for everyone in the curriculum. Helpfully, in the final chapter of the book, some of these shades from the past, that still color contemporary thinking about music education, are clearly set out.To turn to the book itself, the first chapter sets out Seashore’s life as a “Mendelian hereditarian who believed that musical talent is biologically inheritable, differently bestowed, and immutable.”1 The author contextualizes the belief system in which this is rooted, discussing the American Eugenics Society, the best baby contests, and the “great man” narratives of the early to mid-twentieth century (first set out in Galton’s idea of genius). Seashore’s legacy figures in a number of academic fields, including audiology, aesthetics, educational reform, the American Psychological Society, and the National Academy of Sciences. She hopes to initiate a debate about how eugenics has, and still does have, a part in stories of both music education and education generally. She situates her work in a view of “‘the past’ as a dynamic construct created and recreated in the present.”2 She sets up a different way of remembering the past by acknowledging that past, present, and future are culturally constructed and bounded, in which she uses Foucault’s concept of power.3 She considers the role of “solid” science in supporting both eugenics and its responsibility for the Holocaust. I would recommend that anyone embarking on historical musicology read this chapter to understand the complex mechanisms which need to underpin such study.My own academic research has been about deconstructing the patriarchal values that filled my own miseducation in music history. The legacy of Galton’s construction of genius dominated my music education and when I took my professorial... (shrink)

Ian Parker has been a leading light in the fields of critical and discursive psychology for over 25 years. The Psychology After Critique series brings together for the first time his most important papers. Each volume in the series has been prepared by Ian Parker and presents a newly written introduction and focused overview of a key topic area. Psychology After the Unconscious is the fifth volume in the series and addresses three central questions: - Why is (...) Freud's concept of the unconscious important today? - Does language itself play a role in the creation of the unconscious? - How does Lacan radicalize Freud's notion of the unconscious in relation to cultural research? The book provides a clear explanation of Freudian and Lacanian accounts of the unconscious. It also highlights their role in offering a new way of describing, understanding and working with the human subject in clinical settings and in cultural research. Part One shows how the unconscious is elaborated in Freud's early case studies in Studies on Hysteria, while Part Two focuses on Lacan's re-working of the unconscious and its relationship to language and culture in his influential public seminars. The book also provides access to key debates currently occurring in Freudian and Lacanian psychoanalysis, exploring both the clinical dimension and the consequences for psychological and cultural research. Psychology After the Unconscious is essential reading for students and researchers in psychology, psychosocial studies, sociology, social anthropology and cultural studies, and to psychoanalysts of different traditions engaged in academic research. It will also introduce key ideas and debates within critical psychology to undergraduates and postgraduate students across the social sciences. (shrink)

In 1746 the French philosophe Condillac published his Essay on the Origin of Human Knowledge , one of many attempts during the century to determine how we organize and validate ideas as knowledge. In investigating language, especially written language, he found not only the seriousness he sought but also a great deal of frivolity whose relation to the sober business of philosophy had to be addressed somehow. If the mind truly reflects the world, and language reflects the mind, why is (...) there so much error and nonsense? Whence the distortions? How can they be remedied? In The Archeology of the Frivolous , Jacques Derrida recoups Condillac's enterprise, showing how it anticipated--consciously or not--many of the issues that have since stymied epistemology and linguistic philosophy. If anyone doubts that deconstruction can be a powerful analytic method, try this. (shrink)

This codification of Locke's theories influenced Bentham, Spencer, & the Mills.

1.Idéologie proprement dite. Introd. et appendices par H. Gouhier.--2. Grammaire.

BackgroundKnowledge about the psychosocial experiences of sick-listed workers in the first months of sick leave is sparse even though early interventions are recommended. The aim of this study was to explore psychosocial experiences of being on sick leave and thoughts about returning to work after 8–12 weeks of sickness absence.MethodsSixteen individuals at 9–13 weeks of sick leave participated in semi-structured individual interviews. Data was analyzed through Giorgi’s descriptive phenomenological method.ResultsThree themes emerged: energy depleted, losing normal life, searching for a (...) solution. A combination of health, work, and family challenges contributed to being drained of energy, which affected both work- and non-work roles. Being on sick leave led to a loss of social arenas and their identity as a contributing member of society. Participants required assistance to find solutions toward returning to work.ConclusionEven in this early stage of long-term sick leave, sick listed workers faced complex challenges in multiple domains. Continuing sick leave was experienced as necessary but may challenge personal identity and social life. Those not finding solutions may benefit from additional early follow-up that examine work-related, social and personal factors that influence return to work. (shrink)

The last two decades have produced unprecedented successes in the fields of artificial intelligence and machine learning (ML), due almost entirely to advances in deep neural networks (DNNs). Deep hierarchical memory networks are not a novel concept in cognitive science and can be traced back more than a half century to Simon's early work on discrimination nets for simulating human expertise. The major difference between DNNs and the deep memory nets meant for explaining human cognition is that the latter (...) are symbolic networks meant to model the dynamics of human memory and learning. Cognition-inspired symbolic deep networks (SDNs) address several known issues with DNNs, including (1) learning efficiency, where a much larger number of training examples are required for DNNs than would be expected for a human; (2) catastrophic interference, where what is learned by a DNN gets unlearned when a new problem is presented; and (3) explainability, where there is no way to explain what is learned by a DNN. This paper explores whether SDNs can achieve similar classification accuracy performance to DNNs across several popular ML datasets and discusses the strengths and weaknesses of each approach. Simulations reveal that (1) SDNs provide similar accuracy to DNNs in most cases, (2) SDNs are far more efficient than DNNs, (3) SDNs are as robust as DNNs to irrelevant/noisy attributes in the data, and (4) SDNs are far more robust to catastrophic interference than DNNs. We conclude that SDNs offer a promising path toward human-level accuracy and efficiency in category learning. More generally, ML frameworks could stand to benefit from cognitively inspired approaches, borrowing more features and functionality from models meant to simulate and explain human learning. (shrink)

This early work by William Henry Hudson was originally published in 1894 and we are now republishing it. 'An Introduction to the Philosophy of Herbert Spencer' is a book that examines Spencer's ethics, sociology, and synthetic philosophy. Herbert Spencer was born on 27th April 1820, in Derby, England. In 1851 he published 'Social Statics' to great acclaim and his quietly influential 'Principles of Psychology' in 1955. These were followed by numerous works of sociology, psychology, and philosophy, (...) which led him to become a prominent intellectual of his day. He also wrote 'The Developmental Hypothesis' (1852) which described the theory of evolution seven years before Charles Darwin's 'Origin of Species'. He even popularised the term "Evolution" and coined the phrase "Survival of the fittest," but his works did not contain the comprehensive theoretical system that Darwin's did, which is why his theory was not taken seriously at the time. Spencer's most famous idea was that of "Social Darwinism." He saw the process of organic evolution as being analogous to that of society, an idea influenced many intellectuals of the day. (shrink)

v. 1. Texte arabe -- v. 2. Traduction et notes.

Metaphors of adorning, crafting, water flowing downward, and growing sprouts appear in the Analects , the Mencius , and the Xunzi 荀子. They express and guide thinking about what there is in human nature to cultivate and how it is to be cultivated. The craft metaphor seems to imply that our nature is of the sort that must be disciplined and reshaped to achieve goodness, while the adorning, water, and sprout metaphors imply that human nature has an inbuilt directionality toward (...) the ethical that should be protected or nurtured. I argue that all the metaphors capture different aspects of human nature and how one must work with these aspects. There is much in contemporary psychology and neuroscience to suggest that the early Confucians were on the right track. It is also argued that they point to a fruitful conception of ethical development that is relational and holistic. (shrink)