A controversy rages over the question of how should controversial topics be taught. Recent work has advanced the “epistemic criterion” as the resolution to this controversy. According to the epistemic criterion, a matter should be taught as controversial when contrary views can be entertained on the matter without the views being contrary to reason. When an issue is noncontroversial, according to the epistemic criterion, the correct position can be taught “directively,” with the teacher endorsing that position. When there is a (...) legitimate controversy, the view should be taught “nondirectively,” with the teacher remaining neutral. In response, Bryan Warnick and Spencer Smith argue that the proponents of the epistemic criterion fail to recognize the multidimensional nature of what it means to learn to be rational. Recognizing this complexity undermines the link between the epistemic status of the controversy and directiveness of one's teaching, suggesting more flexibility in how teachers approach controversial issues. It also implies the need for a new category of teaching, which Warnick and Smith call “soft-directive” teaching. (shrink)

Richard Spencer-Smith; VII*—Reductionism and Emergent Properties, Proceedings of the Aristotelian Society, Volume 95, Issue 1, 1 June 1995, Pages 113–130, https.

Richard Spencer-Smith; VII*—Reductionism and Emergent Properties, Proceedings of the Aristotelian Society, Volume 95, Issue 1, 1 June 1995, Pages 113–130, https.

This work introduces Prolog, beginning with the logical principles underlying the language, going on to explain how to apply these principles in the data structures of programming, how to utilize deduction and how to exercise control by means of lists, sets, recursion and operators.

This volume brings together a collection of papers covering a wide range of topics in computer and cognitive science. Topics included are: the foundational relevance of logic to computer science, with particular reference to tense logic, constructive logic, and Horn clause logic; logic as the theoretical underpinnings of the engineering discipline of expert systems; a discussion of the evolution of computational linguistics into functionally distinct task levels; and current issues in the implementation of speech act theory.

Categorization and decision making are combined in a task with photorealistic faces. Two different types of face stimuli were assigned probabilistically into one of two fictitious groups; based on the category, faces were further probabilistically assigned to be hostile or friendly. In Part I, participants are asked to categorize a face into one of two categories, and to make a decision concerning interaction. A Markov model of categorization followed by decision making provides reasonable fits to Part I data. A Markov (...) model predicting decision making followed by categorization is rejected. In Part II, a no-parameter model predicts decisions using categorization and decision responses collected in separate trials, suggesting that Part 1 results are not an artifact of the presentation of categorization and decision questions within a single trial. Decisions concerning interaction appear to be based on information from the category decision, and not from the face stimuli alone. (shrink)

The present study examined gender and attitude toward science in fourth- and eighth-grade students in the United States and also assessed to what extent the relationship between science attitude and science achievement differed by gender. Results showed that both fourth- and eighth-grade boys demonstrated more confidence in science than girls, while eighth-grade boys also showed greater liking for science than girls. Additionally, gender moderated the relationship between science achievement and (a) liking science (for fourth-grade students) and (b) confidence in science (...) (eighth-grade students). Results are discussed in terms of addressing gender inequities in science education and career opportunities. (shrink)

Categorization and decision making are combined in a task with photorealistic faces. Two different types of face stimuli were assigned probabilistically into one of two fictitious groups; based on the category, faces were further probabilistically assigned to be hostile or friendly. In Part I, participants are asked to categorize a face into one of two categories, and to make a decision concerning interaction. A Markov model of categorization followed by decision making provides reasonable fits to Part I data. A Markov (...) model predicting decision making followed by categorization is rejected. In Part II, a no-parameter model predicts decisions using categorization and decision responses collected in separate trials, suggesting that Part 1 results are not an artifact of the presentation of categorization and decision questions within a single trial. Decisions concerning interaction (defensive/friendly) appear to be based on information from the category decision, and not from the face stimuli alone. (shrink)

Hollywood films partially construct how Americans think about education. Recent work on the representation of schools in American cinema has highlighted the role of class difference in shaping school film genres. It has also advanced the idea that a nuanced understanding of American individualism helps to explain why the different class genres are shaped as they are. This article attempts to refine this theoretical approach by focusing on the paradox of individualism, which suggests that individualism must always be dependent on (...) community. We examine 5 films (Rushmore 1988, The Breakfast Club 1985, Mona Lisa Smile 2003, School of Rock 2003, and Stand and Deliver 1988) and argue that, although the values of individualism are certainly celebrated, these films also show, perhaps unwittingly, that the achievements of individualism require robust student communities. We describe how student communities function in these films, what achievements they make possible, and what obstacles they face. (shrink)

Most studies of No-Excuses charter schools are distributive in nature. They answer a question of distributive justice: do these schools adequately close the academic achievement gap that exists in America between white and Black or Hispanic students? When discussion of No-Excuses schools is limited to their distributive worth, critics of No-Excuses schools are trapped. Are they really against high academic achievement, supporters of No-Excuses schools might say. This analysis seeks to escape this trap by proposing and doing an analysis of (...) No-Excuses schools using relational justice. A turn to relational justice recognizes other educational goods schools might deliver to their students. By focusing on relational justice, the author moves the debate over No-Excuses schools into a register in which both their supporters and their opponents can work toward common aims. The author uses Anthony Laden’s relational justice to analyze No-Excuses discourse and practice and then offers recommendations to both No-Excuses schools and education theorists. (shrink)

1 Evidence-based policy requires researchers to provide the answers to ecological questions that are of interest to policy makers. To find out what those questions are in the UK, representatives from 28 organizations involved in policy, together with scientists from 10 academic institutions, were asked to generate a list of questions from their organizations. 2 During a 2-day workshop the initial list of 1003 questions generated from consulting at least 654 policy makers and academics was used as a basis for (...) generating a short list of 100 questions of significant policy relevance. Short-listing was decided on the basis of the preferences of the representatives from the policy-led organizations. 3 The areas covered included most major issues of environmental concern in the UK, including agriculture, marine fisheries, climate change, ecosystem function and land management. 4 The most striking outcome was the preference for general questions rather than narrow ones. The reason is that policy is driven by broad issues rather than specific ones. In contrast, scientists are frequently best equipped to answer specific questions. This means that it may be necessary to extract the underpinning specific question before researchers can proceed. 5 Synthesis and applications. Greater communication between policy makers and scientists is required in order to ensure that applied ecologists are dealing with issues in a way that can feed into policy. It is particularly important that applied ecologists emphasize the generic value of their work wherever possible. (shrink)

It is argued that Adam Smith criticizes David Hume's account of the origin of and continuing adherence to the rule of law for being not sufficiently Humean. Hume explained that adherence to the rule of law originated in the self-interest to restrain self-interest. According to Smith, Hume does not pay enough attention to the passions of resentment and admiration, which have their source in the imagination. Smith's offers a more naturalistic and evolutionary account of the psychological pre-conditions (...) of the establishment and morality of justice than Hume had. Yet, Smith's account also makes room for a thin conception of Lockean natural right to property, while rejecting the contractualist and rationalistic elements in Locke. It emerges that Smith severs the intimate connection that Hobbes and Hume made between justice and property. (shrink)

It is unclear how children learn labels for multiple overlapping categories such as “Labrador,” “dog,” and “animal.” Xu and Tenenbaum suggested that learners infer correct meanings with the help of Bayesian inference. They instantiated these claims in a Bayesian model, which they tested with preschoolers and adults. Here, we report data testing a developmental prediction of the Bayesian model—that more knowledge should lead to narrower category inferences when presented with multiple subordinate exemplars. Two experiments did not support this prediction. Children (...) with more category knowledge showed broader generalization when presented with multiple subordinate exemplars, compared to less knowledgeable children and adults. This implies a U-shaped developmental trend. The Bayesian model was not able to account for these data, even with inputs that reflected the similarity judgments of children. We discuss implications for the Bayesian model, including a combined Bayesian/morphological knowledge account that could explain the demonstrated U-shaped trend. (shrink)

This book explains the relationship between intelligence and environmental complexity, and in so doing links philosophy of mind to more general issues about the relations between organisms and environments, and to the general pattern of 'externalist' explanations. The author provides a biological approach to the investigation of mind and cognition in nature. In particular he explores the idea that the function of cognition is to enable agents to deal with environmental complexity. The history of the idea in the work of (...) Dewey and Spencer is considered, as is the impact of recent evolutionary theory on our understanding of the place of mind in nature. (shrink)

This paper reviews Aristotle’s problematic relationship with modern economic theory. It argues that in terms of value and income distribution theory, Aristotle should probably be seen as a precursor to neither classical nor neoclassical economic thought. Indeed, there are strong arguments to be made that Aristotle’s views are completely at odds with all modern economic theory, since, among other things, he was not necessarily concerned with flexible market prices, opposed the use of money to acquire more money, and did not (...) think that the unintended consequences of human activity were generally beneficial. The paper argues however, that this interpretation goes too far. The Benthamite neoclassical theory of choice can be seen as a dumbing down of Aristotle’s theory, applicable to animals, not humans. Adam Smith and Karl Marx were deeply influenced by Aristotle’s work and both started their main economic works with Aristotle: Smith ultimately rejecting, and Marx ultimately developing Aristotle’s views of the use of money to acquire more money. Possibilities for the future development of a new Aristotelian Economics are explored. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hume Studies Volume 29, Number 1, April 2003, pp. 89-98 Another "Curious Legend" about Hume's An Abstract of a Treatise of Human Nature MARK G. SPENCER I In 1938, J. M. Keynes and P. Sraffa edited and introduced for Cambridge University Press a reprinting of An Abstract of A Treatise of Human Nature.1 The Abstract they claimed in their subtitle was "A Pamphlet hitherto unknown by DAVID HUME." (...) Arguing against a number of nineteenth and early-twentieth -century scholars who attributed authorship of an abstract of the Treatise to Adam Smith, Keynes and Sraffa convincingly documented in their introductory essay many solid reasons for thinking that the pamphlet being reprinted was Hume's.2 Sixty years on, their account dispelling this "curious legend" of Smith's authorship has now become the received opinion. T.E. Jessop accepted Keynes and Sraffa's argument (having seen it in proof before the edition was published) in his bibliography of 1938, and Norman Kemp Smith gave their version an early supportive review.3 E.C. Mossner, in his well-known biography of Hume, accepted wholeheartedly Keynes and Sraffa's findings.4 When in 1978 the Selby-Bigge's edition of Hume's Treatise saw its second edition the text of the Abstract was appended and a note gave P.H. Nidditch's opinion that "Hume's authorship is overwhelmingly likely."5 More recently Mark G. Spencer is Social Sciences and Humanities Research Council of Canada Postdoctoral Research Fellow, Department of History, University of Toronto. Sidney Smith Hall, 100 St. George St., Toronto, Ontario MSS 3GS, Canada. spencer@uwo.ca 90 Mark G. Spencer in the pages of this journal, Jeff Broome, David Raynor, and David Fate Norton have all helped buttress the case for Hume's authorship, as did R. W. Connon and M. Pollard elsewhere.6 Despite an occasional dissenting voice,7 the Abstract is now widely, and rightly (or so it seems to this author), thought to have been Hume's. But with all of this scholarly attention focused on confirming Hume's authorship, another much more contentious aspect of Keynes and Sraffa's interpretation has gone largely unnoticed. Keynes and Sraffa's billing of the Abstract as "A Pamphlet hitherto unknown by DAVID HUME," suggested that before 1938 the Abstract had not been attributed publicly to Hume and that the contents of the pamphlet also had been completely unknown. "Students of Hume have known that an abstract of the Treatise was made and intended for publication," wrote a reviewer of Keynes and Sraffa, "[b]ut no copy of this abstract was known to exist: indeed it was usually supposed that the abstract had never been printed at all."8 Relying on Keynes and Sraffa it would be easy to suppose that the Abstract was never publicly ascribed to Hume and even that the contents of the pamphlet had been overlooked entirely until Keynes and Sraffa came along. One of the purposes of the present short essay is to dispel, once and for all, that misunderstanding about the Abstract. Norman Kemp Smith went part of the way toward that end in 1938 when he reviewed Keynes and Sraffa's edition. But in the process Kemp Smith introduced another "curious legend" that has slipped into scholarly acceptance with little comment and no debate. We will see that it is a mistake to argue, as Kemp Smith did, that Hume's authorship of a sixpenny pamphlet was known to readers of An universal biographical and historical dictionary, published in 1800. There is no discussion of Hume's Abstract in that book. However, the Abstract was discussed in print in at least three different publications between 1818 and 1827, long after its initial publication in 1740 and long before Keynes and Sraffa brought it to the attention of their audience in 1938. While pre-1938 Hume scholars had overlooked the Abstract, at least one of Hume's early nineteenth-century critics knew of the Abstract's existence, attributed the work to Hume, and even quoted extensively from Hume's "Preface." Most interesting of all, Hume's authorship of the Abstract was interpreted in ways that are telling of the historical reception of... (shrink)

Preface Introduction Christopher J. Berry: Adam Smith: Outline of Life, Times, and Legacy Part One: Adam Smith: Heritage and Contemporaries 1: Nicholas Phillipson: Adam Smith: A Biographer's Reflections 2: Leonidas Montes: Newtonianism and Adam Smith 3: Dennis C. Rasmussen: Adam Smith and Rousseau: Enlightenment and counter-Enlightenment 4: Christopher J. Berry: Adam Smith and Early Modern Thought Part Two: Adam Smith on Language, Art and Culture 5: Catherine Labio: Adam Smith's Aesthetics 6: James (...) Chandler: Adam Smith as Critic 7: Michael C. Amrozowicz: Adam Smith: History and Poetics 8: C. Jan Swearingen: Adam Smith on Language and Rhetoric: The Ethics of Style, Character, and Propriety Part Three: Adam Smith and Moral Philosophy 9: Christel Fricke: Adam Smith: The Sympathetic Process and the Origin and Function of Conscience 10: Duncan Kelly: Adam Smith and the Limits of Sympathy 11: Ryan Patrick Hanley: Adam Smith and Virtue 12: Eugene Heath: Adam Smith and Self-Interest Part Four: Adam Smith and Economics 13: Tony Aspromourgos: Adam Smith on Labour and Capital 14: Nerio Naldi: Adam Smith on Value and Prices 15: Hugh Rockoff: Adam Smith on Money, Banking, and the Price Level 16: Maria Pia Paganelli: Commercial Relations: from Adam Smith to Field Experiments Part Five: Adam Smith on History and Politics 17: Spiros Tegos: Adam Smith: Theorist of Corruption 18: David M. Levy & Sandra J. Peart: Adam Smith and the State: Language and Reform 19: Fabrizio Simon: Adam Smith and the Law 20: Edwin van de Haar: Adam Smith on Empire and International Relations Part Six: Adam Smith on Social Relations 21: Richard Boyd: Adam Smith, Civility, and Civil Society 22: Gavin Kennedy: Adam Smith on Religion 23: Samuel Fleischacker: Adam Smith and Equality 24: Maureen Harkin: Adam Smith and Women Part Seven; Adam Smith: Legacy and Influence 25: Spencer J. Pack: Adam Smith and Marx 26: Craig Smith: Adam Smith and the New Right 27: Tom Campbell: Adam Smith: Methods, Morals and Markets 28: Amartya Sen: The Contemporary Relevance of Adam Smith. (shrink)

This volume of essays examines the problem of mind, looking at how the problem has appeared to neuroscientists from classical antiquity through to contemporary times. Beginning with a look at ventricular neuropsychology in antiquity, this book goes on to look at Spinozan ideas on the links between mind and body, Thomas Willis and the foundation of Neurology, Hooke’s mechanical model of the mind and Joseph Priestley’s approach to the mind-body problem. The volume offers a chapter on the 19th century Ottoman (...) perspective on western thinking. Further chapters trace the work of nineteenth century scholars including George Henry Lewes, Herbert Spencer and Emil du Bois-Reymond. The book covers significant work from the twentieth century, including an examination of Alfred North Whitehead and the history of consciousness, and particular attention is given to the development of quantum consciousness. Chapters on slavery and the self and the development of an understanding of Dualism bring this examination up to date on the latest 21st century work in the field. At the heart of this book is the matter of how we define the problem of consciousness itself: has there been any progress in our understanding of the working of mind and brain? This work at the interface between science and the humanities will appeal to experts from across many fields who wish to develop their understanding of the problem of consciousness, including scholars of Neuroscience, Behavioural Science and the History of Science. (shrink)

Postwar approaches to Japan’s modern era have functioned within a metanarrative of modernization. Contemporary comparative analysis approaches Japan from the vantage point of civilisational sociology and a paradigm of multiple modernities. The development of sociological thought itself in Japan could also be interpreted through this framework, although there has been little research to date along these lines. This paper explores how Japanese social thought coalesced in global encounters in the 1870s and 1880s. It analyses the radical reinterpretation of classical Western (...) sociology in the reception of Comte, Mill and Spencer by Japan’s scholars and modernisers in the nascent public spheres of Meiji society. Special attention is paid to the philosophy of Nishi Amane. (shrink)

Both Adam Smith and Herbert spencer, albeit in quite different ways, have been enormously influential in what we today take to be philosophies of modern capitalism. Surprisingly it is Spencer, not Smith, who is the individualist, perhaps an egoist, and supports a "night watchman" theory of the state. Smith's concept of political economy is a notion that needs to be revisited, and Spencer's theory of democratic workplace management offers a refreshing twist on contemporary libertarianism.

Blurb & Contents Readings from Physics Today With over 300 photographs and illustrations, this volume is a valuable library reference, a useful supplementary text for a wide range of courses, and stimulating leisure reading for physicists and non- physicists alike.

In The System of Liberty: Themes in the History of Classical Liberalism, George H. Smith focuses his thematic approach regarding the study of classical liberal political philosophy on both natural-rights philosophers, in what Smith deems the “Lockean Paradigm,” and nineteenth-century utilitarian liberals. Smith does not merely provide an overview of the history of this theory—rather, he attempts to discover how and why liberal theory had faced major challenges in the nineteenth-century with regard to both its theoretical foundations (...) and its level of public support. Concluding, along with Herbert Spencer, that following positive results in innovation and in the economic sphere, which were achieved through the reduction of government power, “most people, seeing that these beneficial results had something to do with government, failed to differentiate between the repeal of onerous laws and the passing of new laws” (p. 213), Smith attempts to discover why liberals were unsuccessful in clai. (shrink)

Zifcak, Spencer Nobody at this conference should disagree that freedom of expression is a political principle of fundamental value.

I will discuss a variety of cases such that the subject's believing truly is somewhat of an accident, but less so than in a Gettier case. In each case, this is because her reasons are not ultimately undefeated full stop, but they are ultimately undefeated with certain qualifications. For example, the subject's reasons might be ultimately defeated considered in themselves but ultimately undefeated considered as a proper part of an inference to the best explanation that is undefeated without qualification. In (...) each section of the paper, I consider different qualifications and show how in each case we get an epistemic standing I call “coach-class knowledge”. First-class knowledge requires justifying reasons that are undefeated without qualification. Coach-class knowledge only requires qualified lack of defeat. I will use this distinction to bring debates over knowledge from falsehood and fake barns to an ecumenical resolution. In both cases, the subject enjoys coach-class rather than first-class knowledge. I will also show that the defeasible reasoning tradition can better account for graded accidental truth than safety theories. (shrink)

In this essay, I examine the reception and use of Aristotle’s four causes by twelfth- and thirteenth-century Latin Christian theologians, primarily at Paris. I pay special attention to the early thirteenth century, when Aristotle’s works on natural philosophy were officially prohibited in the French capital. By looking at a wide range of texts from both prominent and obscure theologians, I hope to contribute to an expanded view of the ways in which intellectuals in the Latin west received and appropriated Aristotle’s (...) ideas. (shrink)

Reasons rationalize beliefs. Reasons, when all goes well, turn true beliefs into knowledge. I am interested in the relationship between these aspects of reasons. Without a proper understanding of their relationship, the theory of knowledge will be less illuminating than it ought to be. I hope to show that previous accounts have failed to account for this relationship. This has resulted in a tendency to focus on justification rather than knowledge. It has also resulted in many becoming skeptical about the (...) prospects for an analysis of knowledge. The skepticism is misplaced and the tendency can be fixed without sacrificing any insights. The solution is to see how good reasons (in a sense to be articulated) are apparent (in a sense to be articulated) to the knowing subject. Once this claim is unpacked, we see that it is an illuminating analysis of knowledge in terms of distinct but intimately related aspects of epistemic assessment. It helps us see the value of knowledge (over and above true belief) and it affords us a unified, “reasons-first” metaepistemology. The resulting picture is neither a familiar kind of internalism or externalism. (shrink)