Oxford Scholarly Classics brings together a number of great academic works from the archives of Oxford University Press. Reissued in a uniform series design, they will enable libraries, scholars, and students to gain fresh access to some of the finest scholarship of the last century.

Traite de la conception philosophique de Jacques Maritain qui a développé tout au long de sa carrière un système de pensée proche de celui de Saint Thomas d'Aquin. Cette étude s'inscrit dans la tentative de mettre en lumière les aspects fondamentaux de la quête de l'homme et de son rapport à la beauté d'après le philosophe Maritain.

Two solutions are offered to the problem of distinguishing "historical" from "functional" associations in cross-cultural surveys. The underlying logic of the mathematical model is discussed and three kinds of association distinguished: hyperdiffusional or purely "historical" association, undiffusional or purely "functional" association, and semidiffusional or mixed "historical-functional" association. Two overland diffusion arcs constitute the test sample; the relationship of social stratification to political complexity constitutes the test problem. A sifting test establishes a bimodal distribution of interval lengths between like types and (...) sifts out repetitions with a lesser interval length than the second mode. A cluster test shows that for the test problem, the "hits" cluster more than the "misses". (shrink)

Published posthumously in 1908, Ecce Homo was written in 1888 and completed just a few weeks before Nietzsche’s complete mental collapse. Its outrageously egotistical review of the philosopher’s life and works—featuring chapters called Why I Am So Wise and Why I Write Such Good Books—are redeemed from mere arrogance by masterful language and ever-relevant ideas. In addition to settling scores with his many personal and philosophical enemies, Nietzsche emphasizes the importance of questioning traditional morality, establishing autonomy, and making a commitment (...) to creativity. Essential reading for students of philosophy, this unique memoir is crucial to an understanding of Nietzsche’s other works. (shrink)

This paper provides a relational analysis of James Fowler's Faith Development Theory and Heinz Streib's Religious Styles Perspective in light of a recent study of apostasy from religious fundamentalisms. Empirical support is provided for both theories. RSP is endorsed as a more encompassing theory of religious development which accounts for more contingencies than FDT. However, FDT is subsumed rather than superseded by RSP as a powerful lens through which to observe cognitive dimensions of religious development. The paper introduces an integrative (...) paradigm, phenomenological empiricism, to conceptualise a complementary relationship between FDT and RSP as key theories in the future study of religious development. (shrink)

A distinguished cross-cultural researcher presents a brave, heartfelt and exciting challenge to the social sciences: the creation of an international, moral order. He advocates the use of cross-cultural research to uncover a common core of values and morality. This research would then be used to ameliorate problems and guide policy in the light of those values. He shows his procedures at work in the study of ten major social and personal ills, such as mental illness, divorce, sex roles, and child (...) abuse. His research leads him inexorably to the concept of the moralnet -- the social group that provides values and support. When these are disrupted, problems are aggravated or even created. 'The work of Naroll fits in well with. (shrink)

This article examines the relationship between action research and policy and the kind of confidence teachers, policy makers and other potential users may have in such research. Many published teacher action research accounts are criticised on the grounds that they do not fully meet the conventional standards for reporting social scientific research, and by implication are held to be less trustworthy. Action research is nevertheless often seen by some academics and policy makers as a potential method for developing theory, disseminating (...) good practice, or raising standards. Through a discussion of three major approaches to action research—seen variously as professional learning, practical philosophy and critical social science—it is argued that judgements about confidence depend upon understanding the various kinds of knowledge claim that can be made by action researchers, and appropriate judgements concerning the strength of evidence or reasons. (shrink)

In a 2008 paper, Walmsley argued that the explanations employed in the dynamical approach to cognitive science, as exemplified by the Haken, Kelso and Bunz model of rhythmic finger movement, and the model of infant preservative reaching developed by Esther Thelen and her colleagues, conform to Carl Hempel and Paul Oppenheim’s deductive-nomological model of explanation (also known as the covering law model). Although we think Walmsley’s approach is methodologically sound in that it starts with an analysis of scientific practice rather (...) than a general philosophical framework, we nevertheless feel that there are two problems with his paper. First, he focuses only on the deductivenomological model and so neglects the important fact that explanations are causal. Second, the explanations offered by the dynamical approach do not take the deductive-nomological format, because they do not deduce the explananda from exceptionless laws. Because of these two points, Walmsley makes the dynamical explanations in cognitive science appear problematic, while in fact they are not. (shrink)

In this paper we argue that in recent literature on mechanistic explanations, authors tend to conflate two distinct features that mechanistic models can have or fail to have: plausibility and richness. By plausibility, we mean the probability that a model is correct in the assertions it makes regarding the parts and operations of the mechanism, i.e., that the model is correct as a description of the actual mechanism. By richness, we mean the amount of detail the model gives about the (...) actual mechanism. First, we argue that there is at least a conceptual reason to keep these two features distinct, since they can vary independently from each other: models can be highly plausible while providing almost no details, while they can also be highly detailed but plainly wrong. Next, focusing on Craver's continuum of ?how-possibly,? to ?how-plausibly,? to ?how-actually? models, we argue that the conflation of plausibility and richness is harmful to the discussion because it leads to the view that both are necessary for a model to have explanatory power, while in fact, richness is only so with respect to a mechanism's activities, not its entities. This point is illustrated with two examples of functional models. (shrink)

This paper presents a view of action research as a valuable way in which teachers can pose fertile questions and engage in inquiry with transformative possibilities. This counters claims of its being at best a sterile method of teacher research and at worst a perilous trap for teachers.Chris Higgins has argued that AR has lost its original intention of empowering teachers and sealing the theory practice divide. He claims that it has degenerated into a method devoid of thought. In its (...) social science versions, it is harmful to the teacher–student relationship and teachers have been mislead into an impoverished idea of professional development. The impossible challenge for action research is to recover its original intention; impossible because the landscape of educational policy militates against it. The authors challenge Higgin's deep pessimism, his versions of AR and his negative account of the intellectual capacity of teachers. We argue that AR does empower teachers, integrates theory and practice and is alive and well, even though conditions in schools are not optimum. This argument is exemplified with numerous illustrations of actual AR projects, which evidence teachers’ participatory and collaborative work, in which they engage in positive change. There is scope for teachers wishing to develop ‘customised’ AR projects of their own in current conditions which have transformative potential in changing the practice of the individual teacher. This in turn supports building and participating in a ‘community of practice’, which strengthens the communal endeavour to contribute to good teaching and good education. (shrink)

In the literature on dynamical models in cognitive science, two issues have recently caused controversy. First, what is the relation between dynamical and mechanistic models? I will argue that dynamical models can be upgraded to be mechanistic as well, and that there are mechanistic and non-mechanistic dynamical models. Second, there is the issue of explanatory power. Since it is uncontested the mechanistic models can explain, I will focus on the non-mechanistic variety of dynamical models. It is often claimed by proponents (...) of mechanistic explanations that such models do not really explain cognitive phenomena . I will argue against this view. Although I agree that the three arguments usually offered to vindicate the explanatory power of non-mechanistic dynamical models are not enough, I consider a fourth argument, namely that such models provide understanding. The Voss strong anticipation model is used to illustrate this. (shrink)

Part One: The lottery of birth: 1. Luck 2. Punishment 3. Reward -- Part Two: The illusion of consent: 4. Control 5. Elections 6. Markets 7. Media -- Part Three: The fight for our freedom: 8. Creativity 9. Knowledge 10. Power 11. Survival 12. Empathy.

Peter Maurin, a French, itinerant immigrant, known, if at all, as co-founder with Dorothy Day of the Catholic Worker movement plies his pedagogy from the margins of society, identifying with the poor of the Depression. He believes his vocation is to awaken the poor and professionals alike to reconstruct a personalist democracy and restore its spiritual foundation, Remarkably resonate with John Dewey’s experiential learning, Jane Addams’ Hull House initiative, and the Brazilian educator and theologian Paulo Freire’s theory of humankind’s vocation (...) to humanize the world, Maurin critiques education as “knowing more and more about less and less” and not relating knowledge to the real world. Today Dewey and Freire influence progressive experiential pedagogy, but most progressive educators are unacquainted with Maurin’s radical vision. Yet, Maurin speaks as trenchantly to our own time of socio-economic, ideological, and moral crisis as he did to the crises of the 1930s. This paper seeks to recover Maurin’s pedagogy for critical theory’s work of educating today’s students—and the world, in general—to a deep consciousness of the workings of society, for restructuring the social order, and for solidarity with those who suffer from structural injustice. For Maurin, solidarity with the impoverished and marginalized is the site of both deep knowing and transformative power. This solidarity is the bedrock of Maurin’s teaching—propagated among the cast-offs at Columbus Circle to academics on Boston Commons, to the storefront and tenement schools he established, to his outdoor university, to forums, symposia, and nightly round-table discussions. With poetic phrasing, he casts his thought as “points” in what becomes known as “easy essays.” While those from the academic mainstream publish in respected journals, Maurin, from the margins, tacks up his essays in public places and even mails them to reluctant listeners. Working out the practical implications of his vision, he offers a particular angle on the world, and a prophetic pedagogy for the gravitas of our time. (shrink)

New brain-computer interface and neuroimaging techniques are making differentiation less ambiguous and more accurate between unresponsive wakefulness syndrome patients and patients with higher cognitive function and awareness. As research into these areas continues to progress, new ethical issues will face physicians of patients suffering from total locked-in syndrome, characterized by complete loss of voluntary muscle control, with retention of cognitive function and awareness detectable only with neuroimaging and brain-computer interfaces. Physicians, researchers, ethicists and hospital ethics committees should be aware of (...) and prepared to handle ethical issues unique to these totally locked-in patients. Several thought experiments are discussed, to highlight potential ethical dilemmas surrounding surrogate decision-making, autonomy, end-of-life care, and pediatric care, which will be unique to total LIS patients. These, along with other ethical problems especially relevant to total LIS patients, merit further discussion among physicians, researchers, ethicists and hospital ethics committees, to facilitate consensus regarding these issues, and improve patient care. (shrink)

Previous research has shown a source memory advantage for faces presented in negative contexts. As yet it remains unclear whether participants remember the specific type of context in which the faces were presented or whether they can only remember that the face was associated with negative valence. In the present study, participants saw faces together with descriptions of two different types of negative behaviour and neutral behaviour. In Experiment 1, we examined whether the participants were able to discriminate between two (...) types of other-relevant negative context information (cheating and disgusting behaviour) in a source memory test. In Experiment 2, we assessed source memory for other-relevant negative (threatening) context information (other-aggressive behaviour) and self-relevant negative context information (self-aggressive behaviour). A multinomial source memory model was used to separately assess partial source memory for the negative valence of the behaviour and specific source memory for the particular type of negative context the face was associated with. In Experiment 1, source memory was specific for the particular type of negative context presented (i.e., cheating or disgusting behaviour). Experiment 2 showed that source memory for other-relevant negative information was more specific than source memory for self-relevant information. Thus, emotional source memory may vary in specificity depending on the degree to which the negative emotional context is perceived as threatening. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hobbes on the Grand Tour: Paris, Venice, or London?Linda Levy PeckHobbes scholars have long been frustrated by how little contemporary evidence exists for the period when, after graduating from University in 1608, Hobbes was appointed by Lord Cavendish as tutor to his son Sir William Cavendish. Based on a license to travel granted in February 1610 1 and a parenthetical date in a late seventeenth-century source, 2 scholars from (...) George Croom Robertson (1886) to John Stoye (1952 and 2nd ed. 1989), Miriam Reik (1977), Noel Malcolm (1981), Arnold A. Rogow (1986), Richard Tuck (1989 and 1993), and Johann Sommerville (1992) have asserted that Hobbes and Cavendish left on the Grand Tour in 1610. Scholars have claimed that the trip to France, Italy, and perhaps Germany lasted anywhere from three to five years, and they have speculated as to where Hobbes and Cavendish went and whom they met. Robertson wroteThe first journey, which lay through France, Germany, and Italy, was begun in the year when France and Europe were thrown into consternation by the deed by Ravaillac; and so readily does the fanatic’s name slip from his pen even half a century later, that we may well suppose the future apostle of the inviolability of the sovereign to have been moved by what he may have heard or seen of the tragic event and its consequences at the time. 3 [End Page 177]Arnold A. Rogow in Thomas Hobbes, Radical in the Service of Reaction, expands on Robertson’s point by suggesting thatthe tour of 1610, close in time to the murder of Henry IV, if not overlapping it, may have been decisive in convincing Hobbes of the dangers to society and civil peace of religious fanaticism. Guy Fawkes and his coconspirators in the 1605 Gunpowder Plot and François Ravaillac were all fanatical Catholics, and Hobbes, although he wrote nothing about these conspiracies at the time, may have decided when still a young man that the single most important condition for domestic order and stability was the total and absolute submission of religion to political authority. 4While noting that the first forty years were the “dark years” in Hobbes life, Miriam Reik agrees on the date of the trip: “In 1610, the Baron sent his son for that indispensable part of a seventeenth century nobleman’s education, the Grand Tour; Hobbes went along as an escort the journey receives scant notice in his writing.” 5 Stoye commented that “Perplexed biographers can only state that Hobbes accompanied Cavendish on a journey to France and Italy, commencing in the year 1610.” 6Noel Malcolm tried to establish a chronology for the Grand Tour in his article “Hobbes, Sandys and the Virginia Company,” 7 demonstrating that Cavendish was back in England for the Parliament of 1614 to which he was elected although he was soon back in Venice on a second trip. 8 Later, in his De Dominus (1984), 9 Malcolm suggested in a footnote that the account book of the first Earl of Devonshire (Chatsworth, Hardwick Ms. 29), supported only one trip between 1614 and 1615 but he provided no detailed evidence. In his edition of Thomas Hobbes: The Correspondence (1994) Malcolm remains cautious and does not address the issue. Richard Tuck, however, is more confident: he writes that “And when Lord Cavendish sent his son off on what would later be called ‘the Grand Tour’ between 1610 and 1615, Hobbes accompanied him as a tutor.” 10 Tuck argues that Hobbes and Cavendish met Paolo Sarpi and other Venetian controversialists at the height of the Venetian interdict controversy between 1610 and 1615. [End Page 178]Between 1610 and 1615 Hobbes accompanied Cavendish as his tutor... on a tour of Europe in which Venice seems to have been a particularly important stopping-place. (Noel Malcolm (1981, pp. 319–20) claims that Cavendish sat in the 1614 Parliament, and that therefore the tour must have been interrupted; but it is probable that Cavendish’s cousin (also called William), later the Earl of New-castle, was elected for both East Retford and the county of Derbyshire, and that he was the only William Cavendish in the 1614 Parliament... (shrink)

This article examines the relationship between action research and policy and the kind of confidence teachers, policy makers and other potential users may have in such research. Many published teacher action research accounts are criticised on the grounds that they do not fully meet the conventional standards for reporting social scientific research, and by implication are held to be less trustworthy. Action research is nevertheless often seen by some academics and policy makers as a potential method for developing theory, disseminating (...) good practice, or raising standards. Through a discussion of three major approaches to action research—seen variously as professional learning, practical philosophy and critical social science—it is argued that judgements about confidence depend upon understanding the various kinds of knowledge claim that can be made by action researchers, and appropriate judgements concerning the strength of evidence or reasons. (shrink)

The recognition and reconciliation of ‘opposites’ lies at the heart of our most personal and global problems. These problems are ‘wicked’ in the sense that they are difficult or impossible to solve and arise at the interface of interdependent polarities. By exploring the human tendency to divide the world into two parts, _Wicked Problems & the Reconciliation of Opposites_ argues that our relationship with such pairings and polarities is profoundly important to the way we recognise and resolve wicked problems. Using (...) an original theory of bi-relational development, Adam proposes that our everyday ways of knowing and being can be powerfully located and understood in terms of the creation, emergence, opposition, convergence, collapse and trans-positioning of dyadic constituents. Chapters use this concept to frame key debates in and across domains of knowledge, including education, psychology, law and theology, as well as to offer a new perspective on the most profound problems of the twenty-first century: globalisation, sustainability and secularisation. This book is a comprehensive study of dyadic structrures and relationships and provides a multidisciplinary and original approach to human development. It will be of great interest to students and academics of social psychology, psychosocial development, psychoanalysis and transpersonal psychology, but it is also relevant within the fields of education, human development and theology. (shrink)

Par-dela les limites de la methode experimentale, tributaire des sens exterieurs, se deploie une experience toute spirituelle du monde suprasensible, royaume des choses morales et substances incorporelles, ainsi que du monde surnaturel, celui des arcanes de la grace et de la gloire. Meme dans le domaine des choses corporelles, ou l'experience sensible reste imparfaite, cette experience mystique qu'est l'illumination interieure est necessaire pour suppleer a l'insuffisance de l'experience des sens, simplement humaine et philosophique. Roger Bacon nous apparait a travers cet (...) ouvrage comme mystique, mais aussi comme humaniste et savant: cette harmonie dans sa personne n'est pas sans repondre a l'harmonie des choses ou le surnaturel s'ajoute a la nature pour la parfaire, puisque apres tout ces deux facons de connaitre le Createur et la creature peuvent bien eter la double manifestation d'un seul et meme gout imperieux pour l'experience. Roger Bacon peut bien s'eprnedre des donnees de la nature et des idees de la litterature profane sans pour autant se dejuger: s'il est vrai que c'est le meme Dieu qui a fait la Nature et l'Ecriture, c'est le meme Dieu qui nous illumine de l'illumination generale dans l'experience physique et de l'illumination interieure dans l'experience mystique. (shrink)

In the debate about values in science, it is a time-honored tradition to distinguish between the normative question of whether non-cognitive values should play a role in science and the descriptive question of whether they in fact do so or not.1 Among philosophers of science, it is now an accepted view that the descriptive question has been settled. That is, it is no longer disputed that non-cognitive values play a role in science. Hence, all that is left to do on (...) the descriptive front is to describe these values and their roles in more detail. In the words of Longino: “We should stop asking whether social values play a role in science and ask which values and whose values play a role and how” (2004, p. .. (shrink)

In this paper, I explicate and discuss performance-similarity reasoning as a strategy for mechanism schema evaluation, understood in Lindley Darden’s sense. This strategy involves inferring hypotheses about the mechanism responsible for cognitive capacities from premises describing the performance of those capacities; performance-similarity reasoning is a type of Inference to the Best Explanation, or IBE. Two types of such inferences are distinguished: one in which the performance of two systems is compared, and another when the performance of two systems under intervention (...) is compared. Both types of inferences are illustrated with examples taken from cognitive science. I conclude that performance-similarity reasoning is an important strategy for evaluating mechanistic hypotheses. (shrink)