I am concerned with the subject as an ethico-religious problem. Is suicide all right or isn't it; and if it isn't, why not? The question should not be assumed to be susceptible of an answer in the way the question whether arsenic is poisonous is susceptible of an answer. Moreover in the case of arsenic the question what it is, and the question whether it is poisonous, are separable questions: you can know that arsenic is poisonous without having analysed its (...) nature. But to know or believe that suicide is objectionable is to have analysed its nature or construed its significance in one way rather than another.'. (shrink)

Environmental ethicists have frequently criticized ancient Greek philosophy as anti-environmental for a view of philosophy that is counterproductive to environmental ethics and a view of the world that puts nature at the disposal of people. This provocative collection of original essays reexamines the views of nature and ecology found in the thought of Plato, Aristotle, the Stoics, and Plotinus. Recognizing that these thinkers were not confronted with the environmental degradation that threatens contemporary philosophers, the contributors to this book find that (...) the Greeks nevertheless provide an excellent foundation for a sound theory of environmentalism. (shrink)

I am concerned with the subject as an ethico-religious problem. Is suicide all right or isn't it; and if it isn't, why not?The question should not be assumed to be susceptible of an answer in the way the question whether arsenic is poisonous is susceptible of an answer. Moreover in the case of arsenic the question what it is, and the question whether it is poisonous, are separable questions: you can know that arsenic is poisonous without having analysed its nature. (...) But to know or believe that suicide is objectionable is to have analysed its nature or construed its significance in one way rather than another. (shrink)

In his 1980 book Against Empiricism: On Education, Epistemology and Value, British philosopher R. F. Holland exposes the inadequacies of a philosophy of education originating from an empiricist worldview. By following Plato’s view that the issue of what qualifies as knowledge has to be understood with reference to whether it is teachable, Holland’s critique of empiricism highlights the social and communal dimensions of education. The primary objective of this paper is to offer a reassessment of Holland’s thoughts (...) on education and value. To do so, I first discuss Holland’s use of Plato’s ideas in his article ‘Epistemology and Education’ to demonstrate that Holland’s position can offer us a fruitful way to diagnose common, prevalent educational practices. I then turn to look at Holland’s views on value and morality. To illustrate how his thoughts on education can be seen to be relevant to the contemporary world, I explore and criticize some implicit presuppositions on knowledge in the 20... (shrink)

Difficulties in getting participants in agricultural research policy disputes to work fairly with four different and sometimes conflicting normative viewpoints might be lessened by attending to the deeper cultural differences that lie behind differences of normative view. Mediation of policy disputes might work better if cultural differences were better understood and described impartially. By treating deep differences as ideological, in a non-pejorative sense, descriptions can forestall impulses to combat, improve communication, and open fresh prospects for compromise without attempting to change (...) people's basic thinking. (shrink)

Samuel Hollander is widely recognized as one of the most important and controversial historians of economic thought. This second volume collects together essays extending beyond classical economics, the subject with which he is most associated. This collection includes: * studies in Scholastic, Smithian and Marshallian literature * papers on the Corn-Law pamphlet literature of 1815, the post-Ricardian dissension, and the marginal revolution * essays on T.R. Malthus, including four bibliographical studies The volume also includes an autobiographical section and reviews of (...) a broad range of important books published in the last thirty years. (shrink)

The idea for this collection of essays arose out of conversations I had with D. Z. Phillips in Claremont in 2000: a set of philosophical essays recognizing and arising out of something I took to be both interesting and good going on at University College, Swansea, roughly from the 1950s into the 1990s. I envisioned eight essays, each in some way taking up the work of one of eight individuals - Rush Rhees, Peter Winch, R. F. Holland, J. R. (...) Jones, H. O. Mounce, D. Z. Phillips, Ilham Dilman, and R. W. Beardsmore - each of whom taught at Swansea for a substantial period during those years, these being followed by a ninth essay providing something of an overview of the other eight essays and thereby of philosophy at Swansea during the same period. (shrink)

The confusion of categories in Spinoza's ethics, by E. Albee.--Hegel's criticism of Spinoza, by K. E. Gilbert.--Rationalism in Hume's philosophy, by G. H. Sabine.--Freedom as an ethical postulate: Kant, by R. A. Tsanoff.--Mill and Comte, by N. C. Barr.--The intellectualistic voluntarism of Alfred Fouillée, by A. T. Penney.--Hegelianism and the Vedanta, by E. L. Hinman.--Coherence as organization, by G. W. Cunningham.--Time and the logic of monistic idealism, by J. A. Leighton.--The datum, by W. B. Pillsbury.--The limits of the physical, by (...) G. A. de Laguna.--Is the dualism of mind and matter final? By H. W. Wright.--The revolt against dualism, by A. H. Jones. (shrink)

The End of the Timeless God considers two approaches to the philosophy of time, presentism and eternalism. It is often held that God cannot be timeless if presentism is true, but can be if eternalism is true. R. T. Mullins draws on recent work in the philosophy of time as well as the work of classical Christian thinkers such as Augustine, Anselm, and Aquinas to contend that the Christian God cannot be timeless in either case.

It is shown that the logical truth of instances of the T-schema is incompatible with the formal nature of logical truth. In particular, since the formality of logical truth entails that the set of logical truths is closed under substitution, the logical truth of T-schema instances entails that all sentences are logical truths.

We review scholarship that examines relationships - and distinctions - between religion and delusion. We begin by outlining and endorsing the position that both involve belief. Next, we present the prevailing psychiatric view that religious beliefs are not delusional if they are culturally accepted. While this cultural exemption has controversial implications, we argue it is clinically valuable and consistent with a growing awareness of the social - as opposed to purely epistemic - function of belief formation. Finally, we review research (...) on continuities between religious and delusional cognition, which reveals that religious content is quite common in delusions and which provides tentative evidence for a positive relationship between religious belief and delusion-like belief in the general population. (shrink)

Christian theism claims that God is in some sense responsible for the existence and nature of time. There are at least two options for understanding this claim. First, the creationist option, which says that God creates time. Second, the identification view, which says that time is to be identified with God. Both options will answer the question, “what is time?” differently. I shall consider different versions of the creationist option, and offer several objections that the view faces. I will also (...) consider different versions of the identification view, and argue that the objections it faces can be refuted. (shrink)

An introductory exploration on the nature of emotions, and examination of some of the critical issues surrounding the emotional life of God as they relate to happiness, empathy, love, and moral judgments. Covering the different criteria used in the debate between impassibility and passibility, readers can begin to think about which emotions can be predicated of God and which cannot.

The projective plane of Baldwin 695) is model complete in a language with additional constant symbols. The infinite rank bicolored field of Poizat 1339) is not model complete. The finite rank bicolored fields of Baldwin and Holland 371; Notre Dame J. Formal Logic , to appear) are model complete. More generally, the finite rank expansions of a strongly minimal set obtained by adding a ‘random’ unary predicate are almost strongly minimal and model complete provided the strongly minimal set is (...) ‘well-behaved’ and admits ‘exactly rank k formulas’. The last notion is a geometric condition on strongly minimal sets formalized in this paper. (shrink)

This volume, edited by a philosopher and an anthropologist, is a collection of essays on the philosophical implications of laboratory and field research. While neither the best nor the worst of the genre, it is a collection that offers a representative sample of traditional themes. As practicing scientists who view the implications of behavioural research from a somewhat different perspective we offer this critical review.

R T Allen; The Meaning of Life and Education, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 47–58, https://doi.org/10.1111/j.1467-9.

We provide a general framework for studying the expansion of strongly minimal sets by adding additional relations in the style of Hrushovski. We introduce a notion of separation of quantifiers which is a condition on the class of expansions of finitely generated models for the expanded theory to have a countable ω-saturated model. We apply these results to construct for each sufficiently fast growing finite-to-one function μ from 'primitive extensions' to the natural numbers a theory T μ of an expansion (...) of an algebraically closed field which has Morley rank 2. Finally, we show that if μ is not finite-to-one the theory may not be ω-stable. (shrink)

‘Scientific dishonesty’ implies the fabrication, falsification or plagiarism in proposing, performing or reviewing research or in reporting research results. A questionnaire was given to postgraduate students at the medical faculties in Sweden who attended a course in research ethics during the academic year 2008/2009 and 58% answered (range 29%–100%). Less than one-third of the respondents wrote that they had heard about scientific dishonesty in the previous 12 months. Pressure, concerning in what order the author should be mentioned, was reported by (...) about 1 in 10 students. We suggest that all departments conducting research should have a written policy about acceptable research behaviour and that all doctoral students should be informed of the content of this policy. Participants in the research groups concerned should also be required to analyse published articles about scientific dishonesty and critically discuss what could be done about unethical conduct. (shrink)

R T Allen; Rational Autonomy: the destruction of freedom, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 199–207, https://doi.org/10.

R T Allen; Idealism, Theism and Education: some footnotes to Gordon & White, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 283–.

R T Allen; Metaphysics in Education, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 159–169, https://doi.org/10.1111/j.1467-9752.198.

R T Allen; The Philosophy of Michael Polanyi and its Significance for Education, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Pages 167–.

In a recent paper on panentheism, Raphael Lataster and Purushottama Bilimoria offer a critique of several contemporary attempts to define what panentheism is and what panentheism is not. Lataster and Bilimoria find the recent attempts to define panentheism deficient. In particular, they find my approach to panentheism to be riddled with problems. In my reply, I explain that Lataster and Bilimoria have failed to explain what panentheism is and what it is not.

R T Allen; I'll Say it Again: a rejoinder to Jim Mackenzie, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 113–114, https://doi.org/.

R T Allen; Metaphysics in Education, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 159–169, https://doi.org/10.1111/j.1467-9752.198.

In certain theological circles today, panentheism is all the rage. One of the most notorious difficulties with panentheism lies in figuring out what panentheism actually is. There have been several attempts in recent literature to demarcate panentheism from classical theism, neo-classical theism, open theism, and pantheism. I shall argue that these attempts to demarcate panentheism from these other positions fail. Then I shall offer my own demarcation.

In this paper, I offer some brief reflections on Jordan Wessling’s book, Love Divine: A Systematic Account of God’s Love for Humanity. I explain what I take to be its strengths in articulating an account of divine love that solves a variety of problems that classical theism cannot solve. Then I articulate a potential problem for Wessling’s account of divine love and hell.