Recent accounts of multiscale modeling investigate ontic and epistemic constraints imposed by relations between component models at varying relative scales (macro, meso, micro). These accounts often focus especially on the role of the meso, or intermediate, relative scale in a multiscale model. We aid this effort by highlighting a novel role for mesoscale models: they can function as a focal point, and rationale, for disagreement between researchers who otherwise share theoretical commitments. We illustrate with a case study in multiscale modeling (...) of insect behavior, arguing that the cognitive map debate in neuroethology research is best understood as a mesoscale disagreement. (shrink)

It has long been thought that the central nervous system is able to influence the progression of disease. Furthermore, there is now overwhelming evidence that the communication pathways are bidirectional. A variety of immune system peptides are now known to be capable of transmitting information from the immune system to the central nervous system. These immunotransmitters include interleukins, interferons and thymosine peptides which have the capability of modulating slow‐wave sleep as well as the release of neuro‐ and pituitary peptides. In (...) some instances, release of these peptides during early development may have long lasting, if not permanent effects upon the normal development of neuro‐endocrine circuits. Collectively these various brain mediated events appear to contribute in various and diverse ways to defense against pathogens. It is becoming more and more apparent that certain abnormalities within the immune system may be the consequence of a neurological abnormality. The converse is also true. (shrink)

R. S. Peters on Education and Ethics reissues seven titles from Peters' life's work. Taking an interdisciplinary approach, the books are concerned with the philosophy of education and ethics. Topics include moral education and learning, authority and responsibility, psychology and ethical development and ideas on motivation amongst others. The books discuss more traditional theories and philosophical thinkers as well as exploring later ideas in a way which makes the subjects they discuss still relevant today.

"Williams's masterful translation satisfies (at last!) a long-standing need. There are lots of good translations of Augustine's great work, but until now we have been forced to choose between those that strive to replicate in English something of the majesty and beauty of Augustine's Latin style and those that opt instead to convey the careful precision of his philosophical terminology and argumentation. Finally, Williams has succeeded in capturing both sides of Augustine's mind in a richly evocative, impeccably reliable, elegantly readable (...) presentation of one of the most impressive achievements in Western thought--Augustine's Confessions." --Scott MacDonald, Professor of Philosophy and Norma K. Regan Professor in Christian Studies, Cornell University. (shrink)

First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as 'What do we actually mean by education?' and provides a proper ethical foundation for education in a democratic society. The book will appeal (...) to both teachers and students of philosophy as well as education. (shrink)

R S Peters; Education and the Educated Man, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 5–20, https://doi.org/10.1111/j.1467-9752.

R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.

Implicit processes almost certainly preceded explicit processes in our evolutionary history, so they are likely to be more resistant to disruption according to the principles of evolutionary biology [Reber, A. S. . The cognitive unconscious: An evolutionary perspective. Consciousness and Cognition, 1, 93–133.]. Previous work . Knowledge, nerves and know-how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British Journal of Psychology, 83, 343–358.]) has shown that implicitly learned motor skills remain (...) stable under psychological pressure and concurrent cognitive demands, and recently [Poolton, J. M., Masters, R. S. W., & Maxwell, J. P. . Passing thoughts on the evolutionary stability of implicit motor behaviour: Performance retention under physiological fatigue. Consciousness and Cognition, 16, 456–468.] showed that they also remain stable under conditions of anaerobic fatigue that would have significantly challenged the survival skills of our ancestors. Here we examine the stability of an implicitly learned motor skill under fatigue conditions that primarily tax a different physiological system , but which have equally strong evolutionary connotations. Participants acquired a throwing task by means of an errorless learning method or an errorful method. Motor performance in the errorless condition, but not the errorful condition, remained stable following an exhaustive VO2 max. running test. Our findings replicate and extend the work of Poolton et al., providing further support for Reber’s evolutionary distinction between implicit and explicit processes. (shrink)

R. S. Woolhouse; IV*—Leibniz's Reaction to Cartesian Interaction, Proceedings of the Aristotelian Society, Volume 86, Issue 1, 1 June 1986, Pages 69–82, https:/.

This collection provides comprehensive coverage of a complex theme which will be of interest to those involved in the fields of philosophy and education alike.

R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.

PREFACE The first three of these lectures, or rather an abbreviated version of them, were first given as the Lindsay Memorial Lectures at the University of ...

R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.

The author sets a goal to show the specificity of the formulation of universal prescriptive judgments about a virtuous act in the framework of Aristotelian ethical doctrine. To achieve this goal, Aristotle’s philosophy concept of practical wisdom is analyzed. It shows a necessity to distinguish the use of practical wisdom in a personal experience of the act and for forming the inter-subjective practical knowledge about making of a virtuous act. The specificity of ethics as practical knowledge and its difference from (...) individual moral experience are defined by means of the distinction of the use of practical wisdom. It also shows the limitations of practical syllogism as the main rational mechanism for the formation of inter-subjective practical knowledge. Additionally, the universal prescriptive judgments are divided into informative and functional: the former reveals the content of the action, the latter – its structure, that is, the former defines what a person must do, the latter defines what an action should be to comply with the right purpose, consequently, the right content. At the same time, the right content is recognized only in individual experience and can not be expressed universally, without losing its practical value. The author concludes that the formulation of informative universal prescriptive judgments is impossible within the framework of Aristotelian ethical doctrine. It is impeded by the unsolvable problem of the correlation between the general and the particular, the transition from descriptive judgments to prescriptive judgments. However, it is possible to formulate functional universal prescriptive judgments. They also constitute the methodological basis for criticism of the accepted in society moral norms, which are based on the past positive experience of actions. (shrink)

R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.

In C.Q. N.S. vii, 164 ff. Professor Demos raises the question in what sense, if at all, the state which Plato describes in the Republic can be regarded as ideal, if the warrior-class and the masses are ‘deprived of reason’ and therefore imperfect. The ideal state, he thinks, appears at first sight to be composed of un-ideal individuals. But ‘the problem is resolved by separating the personal from the political-technical areas of control. In so far as they are citizens, men (...) in the ideal city will indeed represent one part of the soul and one function.…. (shrink)

The key to the euthanasia debate lies in how best to regulate what doctors do. Opponents of euthanasia frequently warn of the possible negative consequences of legalising physician assisted suicide and active euthanasia while ignoring the covert practice of PAS/AE by doctors and other health professionals. Against the background of survey studies suggesting that anything from 4% to 10% of doctors have intentionally assisted a patient to die, and interview evidence of the unregulated, idiosyncratic nature of underground PAS/AE, this paper (...) assesses three alternatives to the current policy of prohibition. It argues that although legalisation may never succeed in making euthanasia perfectly safe, legalising PAS/AE may nevertheless be safer, and therefore a preferable policy alternative, to prohibition. At a minimum, debate about harm minimisation and the regulation of euthanasia needs to take account of PAS/AE wherever it is practised, both above and below ground. (shrink)