At the 1969 annual meeting of the American Association for the Ad vancement ofScience, held in Boston on December 27-29, a sequence of symposia on the philosophical foundations of science was organized jointly by Section L of the Association and the Boston Colloquium for the Philosophy of Science. Section L is devoted to the history, philos ophy, logic and sociology of science, with broad connotations extended both to 'science' and to 'philosophy'. With collaboration generously extended by other and more specialized (...) Sections of the AAAS, the Section L program took an unusually rich range of topics, and indeed the audiences were large, and the discussions lively. This book, regrettably delayed in publication, contains the major papers from those symposia of 1969. In addition, it contains the distin guished George Sarton Memorial Lecture of that meeting, 'Boltzmann, Monocycles and Mechanical Explanation' by Martin J. Klein. Some additions and omissions should be noted: In Part 1, dedicated to the 450th anniversary of the birth of Leonardo da Vinci, we have been una bie to include a contrihution by Elmer Belt who was prevented by storms from participating. In Part II, on physics and the explanation of life, we were unable to persuade Isaac Asimov to overcome his modesty about the historical remarks he made under the title 'Arrhenius Revisited'. (shrink)

This study examines two recent cases of ethical responses to crisis management; the 1995 fire at Malden Mills and Aaron Feuerstein''s response, and a 1998 fire at Cole Hardwoods, followed by the response of CEO Milt Cole. The authors describe these crises, the responses of Feuerstein and Cole, their motivations and the impact on crisis stakeholders using the principles of virtue ethics and effective crisis management. What emerges is set of post-crisis virtues grounded in values of corporate social responsibility and (...) entrepreneurial ethics. These include virtues of immediacy of response, supportiveness of victims, and rebuilding and renewal. (shrink)

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)

This article takes issue with the formalism problem arguably pertaining to Habermas's conception of communicative rationality and discursive justification. Beginning with the Hegelian premises of Habermas's theory of mutual understanding and communicative rationality, the article proceeds to make Kant's doctrine of reflective judgement fruitful for a critique of Habermas's restriction of reasons to discursively articulated endorsements, the 'force of the better reasons'. The argument consists in showing that discursive justification must rely upon endorsements of particulars exhibited in right judgements, and (...) that such endorsements must be expressed or articulated to yield public manifestations of discursive orientations and commitments, constituting what is referred to as 'communicative experience'. On the account presented here, the rational significance of particulars is revealed in the expressive attitude that allows or admits non-discursive constraints to the conception of rational justification. The promise of such an account - as premised upon Kant's insights in his third Critique - consists in its capability to avoid the one-sided formalism of discursive rationality, incorporating ethical, expressive and aesthetic dimensions to our rational self-conception. Key Words: aesthetic experience • communicative experience • concrete other • discourse-ethics • ethical life • feminism • Habermas • Hegel • Kant • morality • rational justification • reflective judgement • world-disclosure. (shrink)

A critical and constructive discussion of philosophical questions which have particular bearing on the formulation of educational aims.

This Is A New Release Of The Original 1922 Edition.

Did the Greeks believe in their mythology? The answer is difficult, for “believe” means so many things… Not everyone believed that Minos continued to be a judge in Hell or that Theseus defeated the Minotaur, and they knew that poets “lie.” Nevertheless, their manner of not believing gave reason for concern, for Theseus was no less real in their eyes. It is simply necessary to “purify myth with reason’“ and to reduce the biography of the companion of Hercules to its (...) historic kernel. As for Minos, after a prodigious mental effort, Thucydides extracts the same kernel from his subject: “Of all those whom we know only by hearsay, Minos was the first to have a fleet.” The father of Phaedra, the husband of Pasiphaë is nothing more than a king who was master of the sea. The purification of the mythical by the logos is not an episode in the eternal struggle, from the beginning to Voltaire and Renan, between superstition and reason, a struggle which was the glory of Greek genius. The myth and the logos, despite Nestle, are not simple opposites like truth and error. Myth was a subject of serious reflections, and the Greeks had not yet finished with it six centuries after the Sophist movement which has been called their Aufklärung. Far from being a triumph of reason, the purging of myth by logos is a very dated program whose absurdity is surprising. Why did the Greeks make themselves unhappy for nothing by seeking to separate the wheat from the chaff instead of rejecting in one gesture the fantasy of both Theseus and the Minotaur, the very existence of a fabulous Minos as well as the implausible qualities with which the myth endows this Minos? (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)

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

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.

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 ...

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)

Shaḥrūr, Muḥammad; Islamic philosophy; Qurʼan; hermeneutics; criticism, interpretation, etc.

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.

A successful attempt to bring all of Freud's discussions of the concepts of repression and defense into systematic form. Madison also argues that there is an observational language which corresponds to- Freud's theoretical language; by translating these concepts into observational terms, we can bring Freudian psychology "up to date."--S. R.