Providing the most thorough coverage available in one volume, this comprehensive, broadly based collection offers a wide variety of selections in four major genres, and also includes a section on film. Each of the five sections contains a detailed critical introduction to each form, brief biographies of the authors, and a clear, concise editorial apparatus. Updated and revised throughout, the new Fourth Edition adds essays by Margaret Mead, Russell Baker, Joan Didion, Annie Dillard, and Alice Walker; fiction by Nathaniel Hawthorne, (...) Ursula K. LeGuin, Anton Chekov, James Joyce, Katherine Mansfield, F. Scott Fitzgerald, William Faulkner, Alice Walker, Louise Erdrich, Donald Barthelme, and James McPherson; poems by John Donne, Robert Browning, Walt Whitman, Edwin Arlington Robinson, e.e. cummings, Langston Hughes, W.H. Auden, Philip Levine, and Louise Gluck; and plays by August Wilson, Marsha Norman, Wendy Wasserstein, and Vaclav Havel. The chapter devoted to film examines the relation of film to literature and gives the complete screenplay for Citizen Kane plus close analysis of a scene from the film. With its innovative structure, comprehensive coverage, and insightful and stimulating presentation of all kinds of literature, this is an anthology readers will turn to again and again. (shrink)

Through qualitative surveys, a team of law students, law professors, physicians, and residents explored the perceptions of neurology residents towards referral to appropriate legal resources in an academic training program. Respondents reported feeling uncomfortable screening their patients for health-harming legal needs, which many attributed to a lack of training in this area. These findings indicate that neurology residents would benefit from training on screening for social factors that may be impacting their patients’ health.

Central to Paul K. Feyerabend's philosophy of science are two theses: (1) there is no standard observation language available to science; instead, observability is to be viewed as a pragmatic matter; and (2) when considering questions of empirical significance and experimental test, the methodological unit of science is a set of inconsistent theories. I argue that the pragmatic theory of observation by itself decides neither for nor against any particular specification of meaning for an observation language; and that Feyerabend's position (...) provides no decision procedure when two contending theories share no terms having the same meaning, and thus cannot be said to be logically incompatible. Also, Feyerabend's insistence upon falsification will force him to admit that there are relatively permanent facts available to all theories, or to abandon the idea of test as falsification and to conclude that scientific theories can only be accepted or rejected on the basis of non-evidential considerations. (shrink)

'dealing with a special problem and limited in its proof. . .shows how Aristotelian Bacon was in his methodology'; Vickers 1992, 505 dislikes intensely.

Professor Marcucci's book on Whewell [6] is a comprehensive expository treatment of Whewell's philosophy of science. The work contains chapters on Whewell's theory of ideas, the fundamental principles of his philosophy of science, his views on mathematics and mechanics, and on his philosophy of induction and philosophy of discovery. In addition there is a chapter on the English reception of Whewell's thought. Professor Marcucci's notes are rich, both in references to Whewell's many critics and to nearly all of the extant (...) literature on Whewell. Indeed, no full study of Whewell has as yet appeared that makes better or more extensive use of all the relevant literature on Whewell. (shrink)

In a recent paper,[3], Harold T. Walsh has argued that Whewell's commentators have in the past misunderstood his use of “necessary,” that Whewell's theory of necessary truth developed only gradually through thirty years of scholarly activity, finally finding a “mature” expression in Philosophy of Discovery, published in 1860, and that a proper understanding of Whewell's “mature” theory of necessary truth leads to a fundamental re-interpretation of the nature of the Ideas and of their role in scientific systems—that the meaning of (...) “necessity” as Whewell expresses it in Philosophy of Discovery leads, in short, to a new and more illuminating reading of his philosophy of inductive science. It is my view that the three propositions asserting Walsh's view are incorrect, expecially the two important and crucial ones and. In what follows, I shall state what seem to me to be the grounds for rejecting Walsh's view that Whewell's theory of necessity was not arrived at before 1860, and hence for rejecting his interpretation of some basic aspects of Whewell's philosophy of science. (shrink)

First published in 1981. Routledge is an imprint of Taylor & Francis, an informa company.

The principles of Kant's pure physics (conservation of quantity of matter, inertia, equality of action and reaction) are a priori in the same sense as are the principles of the understanding. We account for the empirical content of physics by showing that the pure principles operate as rules for generating wellformed empirical descriptions, and as rules for analysis of motion. The relationship between the metaphysics of matter and empirical descriptions is neither deductive, nor as loose as Buchdahl alleges. Belief that (...) a priori principles will apply to empirical cases requires acceptance of methodological presuppositions, chief among which is the principle of affinity. (shrink)

Kant is well known as the philosopher who spent his life hunting for a prioris, philosophically identifiable characteristics of the make-up of human beings. These characteristics are species-universal, and are necessary presuppositions of the possibility of the success of various kinds of cognitive and cultural strategies. Kant bagged some big game. Space, time and the categories are a priori conditions of the possibility of human cognition. God, freedom and immortality are a priori conditions of the possibility of morality. The sensus (...) communis is the a priori condition of the possibility of the universalization of judgments of taste. The hard-won trophies are presuppositions of possibilities. Once they were thought to be properties of a universe well ordered by a substantive god. No longer. Now we must look upon them as entrenched contributions of what it is to be human, as preconditions of human potentialities. (shrink)

I used to think that we should expect of presidents of philosophical associations that they offer us a few pithy comments on the nature of the universe.

A report on work in philosophy of science in Canada, especially surveying recent and on-going work in philosophy of physics, philosophy of biology, philosophy of the social sciences, philosophical logic , general problems in the methodology of science, and ancillary professional activities of Canadian philosophers of science.

This book, now in its fourth edition, is a worthy member of “The Religious Life of Man Series” of Wadsworth Publising Company. It serves very well as a college text in introductory courses, and should serve equally well as a brief, readable, informative, and balance description of the long and complex story of religious belief and practice characterisitc of Chinese societies.

A renowned scholar investigates the "human crisis" that Albert Camus confronted in his world and in ours, producing a brilliant study of Camus's life and influence for those readers who, in Camus's words, "cannot live without dialogue and friendship. As France--and all of the world--was emerging from the depths of World War II, Camus summed up what he saw as 'the human crisis'. 'We gasp for air among people who believe they are absolutely right, whether it be in their machines (...) or their ideas. And for all who cannot live without dialogue and the friendship of other human beings, this silence is the end of the world.' In the years after he wrote these words, until his death fourteen years later, Camus labored to address this crisis, arguing for dialogue, understanding, clarity, and truth. When he sailed to New York, in March 1946--for his first and only visit to the United States--he found an ebullient nation celebrating victory. Camus warned against the common postwar complacency that took false comfort in the fact that Hitler was dead and the Third Reich had fallen. Yes, the serpentine beast was dead, but "we know perfectly well," he argued, "that the venom is not gone, that each of us carries it in our own hearts." All around him in the postwar world, Camus saw disheartening evidence of a global community revealing a heightened indifference to a number of societal ills. It is the same indifference to human suffering that we see all around, and within ourselves, today. (shrink)

Utilitarianism, the great reforming philosophy of the nineteenth century, has today acquired the reputation for being a crassly calculating, impersonal philosophy unfit to serve as a guide to moral conduct. Yet what may disqualify utilitarianism as a personal philosophy makes it an eminently suitable guide for public officials in the pursuit of their professional responsibilities. Robert E. Goodin, a philosopher with many books on political theory, public policy and applied ethics to his credit, defends utilitarianism against its critics and (...) shows how it can be applied most effectively over a wide range of public policies. In discussions of such issues as paternalism, social welfare policy, international ethics, nuclear armaments, and international responses to the environment crisis, he demonstrates what a flexible tool his brand of utilitarianism can be in confronting the dilemmas of public policy in the real world. (shrink)

"How do we experience time? What do we use to experience it?In a series of remarkable experiments, Robert Ornstein shows that it is difficult to maintain an “inner clock” explanation of the experience".

This book examines the Condorcet Jury Theorem and how its assumptions can be applicable to the real world. It will use the theorem to assess various familiar political practices and alternative institutional arrangements, revealing how best to take advantage of the truth-tracking potential of majoritarian democracy.

This volume includes Whewell's seminal studies of the logic of induction (with his critique of Mill's theory), arguments for his realist view that science discovers necessary truths about nature, and exercises in the epistemology and ontology of science. The book sets forth a coherent statement of a historically important philosophy of science whose influence has never been greater: every one of Whewell's fundamental ideas about the philosophy of science is presented here.

Presentism states that everything is present. Crucial to our understanding of this thesis is how we interpret the ‘is’. Recently, several philosophers have claimed that on any interpretation presentism comes out as either trivially true or manifestly false. Yet, presentism is meant to be a substantive and interesting thesis. I outline in detail the nature of the problem and the standard interpretative options. After unfavourably assessing several popular responses in the literature, I offer an alternative interpretation that provides the desired (...) result. This interpretation is then used to clarify the distinction between ‘real change’ from mere variation and temporal relativisation. Reflecting on my solution, I try to diagnose the source of confusion over these issues. Then, building upon Fine’s distinction between ontic and factive presentism, I elucidate what the presentist thesis specifically concerns and how best to formalise it. In the process I distinguish a weak and strong version of the presentist thesis. Finally, I end by drawing out some limitations of the paper. (shrink)

Having an agreed-upon definition of character education would be useful for both researchers and practitioners in the field. However, even experts in character education disagree on how they would define it. We attempted to achieve greater conceptual clarity on this issue through a prototype analysis in which the features perceived as most central to character education were identified. In Study 1 (N = 77), we asked character education experts to enumerate features of character education. Based on these lists, we identified (...) 30 features. In Study 2 (N = 101), experts assessed which features were central to character education through a categorization task. In Study 3 (N = 166), we assessed the extent of centrality using scalar items. We conclude by offering practical advice for the development of future character education studies and programs rooted in what is deemed central to such programs. (shrink)