Any serious student attempting to better understand the nature, methods, and justification of science will value Alex Rosenberg's and Lee McIntyre's updated and substantially revised Fourth Edition of Philosophy of Science: A Contemporary Introduction. Weaving lucid explanations with clear analyses, the volume is as a much-used, thematically-oriented introduction to the field.

Teaching morally and teaching morality are understood as mutually dependent processes necessary for providing moral education, or the communication of messages and lessons on what is right, good and virtuous in a student's character. This comprehensive and contextualized volume offers anecdotes and experiences on how an elementary schoolteacher envisions, enacts, and reflects on the ethical teaching and learning of her students. By employing a personally developed form of moral education that is not defined by any particular philosophical or theoretical orientation, (...) this volume relates that classroom-based moral education can, therefore, be conceived of and promoted as moral agency. Accentuated by the teacher's voice to offer the experience of being in the classroom, this volume enables others to transfer relevant practices to their own teaching contexts. (shrink)

This paper identifies the major failings of mainstream economics and the rational choice theory it relies upon. These failures were identified by the four figures mentioned in the title: economics treats agents as rational fools; by the time the long … More ›.

Practicing yoga is an extremely popular way to get fit, but its underlying philosophy can offer so much more to focus the mind and help you to discover untapped personal power. In Beyond the Mat, business leader, physician, and certified yoga instructor Julie Rosenberg shows you how to bring yoga out of the studio and into your personal and professional life. She shares how yoga is more than just poses (though those do help with backs tired from slumping in (...) front of computers all day), with a clear explanation of the underlying principles, real-life examples, and anecdotes from her own life and professional career. Yoga's philosophical principles extend far beyond the mat and form a framework to support your overall well-being, achieve success, and become a more effective leader. (shrink)

"In The Givenness of Desire, Randall S. Rosenberg examines the human desire for God through the lens of Lonergan's "concrete subjectivity." Rosenberg engages and integrates two major scholarly developments: the tension between Neo-Thomists and scholars of Henri de Lubac over our natural desire to see God and the theological appropriation of the mimetic theory of René Girard, with an emphasis on the saints as models of desire. With Lonergan as an integrating thread, the author engages a variety of (...) thinkers, including Hans Urs von Balthasar, Jean-Luc Marion, René Girard, James Alison, Lawrence Feingold, John Milbank, among others. The theme of concrete subjectivity helps to resist the tendency of equating too easily the natural desire for being with the natural desire for God without at the same time acknowledging the widespread distortion of desire found in the consumer culture that infects contemporary life. The Givenness of Desire investigates our paradoxical desire for God that is rooted in both the natural and supernatural."--. (shrink)

Don Ihde is one of the world's foremost thinkers on the place of technologies in our lives. Over the course of a long career, he has built a unique and useful perspective by expanding on phenomenological and American pragmatist philosophy and has developed wide-ranging insights and conceptual tools for describing the details of our experience across the various areas of human activity, including scientific practice, anthropological history, computer interface, design, art history, and the technologies of everyday life. The Critical Ihde (...) brings together many of Ihde's most influential writings, as well as a number of under-recognized gems. Across these works are examples of his influential contributions to the phenomenology of human auditory and visual experience, his foundational work on the phenomenology of technology, and his thoughts on the technologies of scientific practice, including laboratory and medical imaging. Further, these chapters reveal the development of "postphenomenology," Ihde's original philosophical perspective, one that continues to flourish today across the work of a growing interdisciplinary and international collective of scholars. (shrink)

1. Geschichte der Physik im Altertum und im Mittelalter.--2. Geschichte der Physik in der neueren Zeit.--3. Geschichte der Physik in den letzten hundert Jahren.

This chapter contains section titled: Reduction as Relation between Theories: Historical Considerations Antireductionism about Intertheoretical Relations Reductionism as a Thesis about Explanations in Biology Reductionism and Explanation in Evolutionary Biology References Further Reading.

The F-twist is giving way to the methodology of scientific research programs. Milton Friedman's “Methodology for Economics” is being supplanted as the orthodox rationale for neoclassical economics by Imre Lakatos' account of scientific respectability. Friedman's instrumentalist thesis that theories are to be judged by the confirmation of their consequences and not the realism of their assumptions has long been widely endorsed by economists, under Paul Samuelson's catchy rubric “the F-twist.” It retains its popularity among economists who want no truck with (...) methodology, but among the increasing number of able economists who are writing on methodology the F-twist has been surrendered, not so much because these writers have decided it is false, as because something better has finally come along. (shrink)

Contemporary discussions of information overload have important precedents during the years 1550-1750. An examination of the early modern period in Europe, including work of humanism, science, theology, and popular encyclopedias demonstrates that perceptions of information overload have as much to do with the ways in which knowledge is represented as with any quantitative measurers in the production of new texts, ideas, or facts. Key figures in this account include Francis Bacon, Conrard Gesner, Francesco Sacchini, Johann Heinrich Alsted, Casoar Bauhin, Rempert (...) Dodeones, Samuel Bochrt, Johann Jakob Scheuchzer, John Wilkins, Jonathan Swift, Ephraim Chambers, Smauel Johnson, Denis Diderot, and Louis-Sébastian Mercier. (shrink)

Research on reported speech in classrooms has focused on the roles and functions of quoted conversation produced by the teacher; however, there is less information on the responses following this device and its multimodal character. This study draws on a multimodal conversation analysis approach to investigate teachers’ use of reported speech in evaluating students’ performances by examining 83 hours of videotaped elementary school classroom interactions in Korea. The findings suggest that teachers frequently employ reported speech in the evaluative element of (...) the three-turn instructional sequence to create an affiliative atmosphere in the event of a negative assessment. Sequences that contained reported speech were compared with teachers’ evaluations produced by simply repeating students’ answers. The findings suggest that the multimodal production of reported speech might be a tool adapted for the classroom institutional context by creating a positive space for learning compared to other similar devices available in the classroom. (shrink)

: Rorty rejects the idea of a “permanent and neutral matrix of heuristic concepts”. The claim of privilege, however, is separable from the aim of universality, and this idea can be transposed into a regulative ideal, while still preserving the unique intellectual mission of a discipline of philosophy. Rorty’s own positive picture of “edifying philosophy” in contrast is arguably irresponsible and grounded in misreadings both of the epistemology of science and of episodes in the history of philosophy, especially the contributions (...) of Kant. (shrink)

Aunque a primera vista lo cómico y lo sagrado parecen categorías excluyentes y, por qué no, opuestas, a lo largo de la historia encontramos ejemplos en los que tales manifestaciones humanas se entrelazan de manera directa y contundente. En este artículo analizaremos la relación entre estas dos categorías a la luz del uso del sarcasmo, la ironía y la hilaridad presentes en la obra de Issa Kobayashi, uno de los grandes exponentes del haikai zen. Comenzaremos con una delimitación de los (...) rasgos esenciales de lo cómico. Luego nos concentraremos en la convivencia del humor y la tradición religiosa del zen, y finalmente rastrearemos la comicidad sagrada en la obra del poeta japonés. (shrink)

This article analyzes in depth the general context of the teaching of the minority religions in the Spanish State. We focus on the specific case of andalusia (extensible to the Spanish case), and on two of the three religions that have signed Cooperation agreements with the Spanish State: the Evangelical and the Islamic religions. The legislative framework guarantees the parents the right to religious and moral education for their children, according to their beliefs, in public schools. However, putting these rights (...) in practice is being insignificant in the more and more plural and multireligious Spanish society. (shrink)

This article seeks to reveal, conceptualize, and analyze a trend in the development of the retributive theory of punishment since the beginning of the 21st century. We term this trend “retributarianism.” It is reflected in the emergence of retributive approaches that through expanding the concepts of censure and culpability extend the relevant time-frame for assessing the deserved punishment beyond the sentencing moment. These retributarian approaches are characterized by the individualization of retributivism. On one hand, retributarianism shares with classic retributivism the (...) rhetoric of justice, a focus on the moral evaluation of the severity of the offense, and the primary importance ascribed to maintaining proportionality. On the other hand, it shares with utilitarianism the possibility of taking into account, in addition to the severity of the offense, the offender’s personal circumstances, with a future-oriented perspective that also considers developments subsequent to the commission of the offense. This article analyzes the emergence of retributarianism, suggests possible explanations for its development, and assesses its possible implications for penal theory and policy. (shrink)

La sostenibilidad ambiental está relacionada directamente con el ciclo del agua y las intervenciones del hombre sobre el mismo, tanto en su extracción, uso y eliminación. La conservación del suelo y la vegetación dependen invariablemente del impacto acumulado de este proceso. La perspectiva de un cambio climático mayor, con el subsecuente aumento de las temperaturas en el planeta, implica transformaciones radicales en el ciclo del agua, y por ende, en su disponibilidad y utilización. Para ello se hace imperioso mejorar radicalmente (...) el ahorro del agua, aumentando al mismo tiempo los sistemas de depuración y eficiencia en el regadío. La autora propone una seria de medidas en esta dirección. (shrink)

In what follows I explore the question of fictionality in history writing. First, I venture into the unfamiliar genre of ego-histoire and make my own professional training in the tenets of positivist or realist historiography an object of theoretical reflection and critical analysis. Then as a way of dealing with the literary dimension of written history, I make a canonical work in history of education an object of rhetorical analysis. Finally, as another way of coming to terms with the “fictions (...) of historiography,” I revisit one of my own productions and make it an object of metacritical consideration. My central theme is that historiographical realism alone will not suffice, that historians are as dependant upon literary invention as upon documents, that history cannot be written without the aid of the “fictions of historiography,” and that the difference between the historian and the novelist is narrower than we may have been accustomed to think. I further argue that attention to the literary or rhetorical dimension of history is long overdue in history of education, where it flourishes unacknowledged. I conclude that historical writing is not just a literary pastime and the issue remains: how to come to grips with fictionalizing and the truth claims of historiography. (shrink)