This text argues that difficult problems can not be solved without a democratic process. Essential to the resolution of such problems is a reconstructed school that prepares students to become effective problem solvers and informed, responsible democratic citizens.

In the fall of 1957 the University of California Press expanded Arnheim’s 1933 book _Film_ by four essays and brought that landmark work back into print as _Film as Art._ Now nearly fifty years after that re-edition, the book continues to occupy an important place in the literature of film. Arnheim’s method, provocative in this age of technological wizardry, was to focus on the way art in film was derived from that medium’s early limitations: no sound, no color, no three-dimensional (...) depth. (shrink)

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing in (...) Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

This article argues for an unconventional interpretation of Arthur O. Lovejoy’s distinctive approach to method in the history of ideas. It is maintained that the value of the central concept of the ‘unit-idea’ has been misunderstood by friends and foes alike. The commonality of unit-ideas at different times and places is often defined in terms of familial resemblance. But such an approach must necessarily define unit-ideas as being something other than the smallest conceptual unit. It is therefore in tension (...) with Lovejoy’s methodological prescription and, more importantly, disregards a potentially important aspect of intellectual history – the smaller conceptual units themselves. In response to this, an alternative interpretation of unit-ideas as ‘elemental’ – as the smallest identifiable conceptual components – is put forward. Unlike the familial resemblance approach, the elemental approach can provide a plausible explanation for changes in ideas. These are construed as being either the creation of new unit-ideas, the disappearance of existing ones, or alterations in the groups of unit-ideas that compose idea-complexes. The focus on the movement of unit-ideas and idea-complexes through history can also be sensitive to contextual issues, carefully distinguishing the different meanings that single words may have, in much the way that both Lovejoy and his influential critic Quentin Skinner suggest. (shrink)

Arthur S. Eddington, FRS, (1882–1944) was one of the most prominent British scientists of his time. He made major contributions to astrophysics and to the broader understanding of the revolutionary theories of relativity and quantum mechanics. He is famed for his astronomical observations of 1919, confirming Einstein’s prediction of the curving of the paths of starlight, and he was the first major interpreter of Einstein’s physics to the English-speaking world. His 1928 book, The Nature of the Physical World, here (...) re-issued in a critical, annotated edition, was largely responsible for his fame as a public interpreter of science and has had a significant influence on both the public and the philosophical understanding of 20th-century physics. In degree, Eddington’s work has entered into our contemporary understanding of modern physics, and, in consequence, critical attention to his most popular book repays attention. Born at Kendal near Lake Windermere in the northwest of England into a Quaker background, Eddington attended Owens College, Manchester, and afterward Trinity College, Cambridge, where he won high mathematical honors, including Senior Wrangler. He became Plumian Professor of Astronomy at Cambridge in 1913 and in 1914 Director of the Cambridge Observatory. Eddington was a conscientious objector during the First World War. By the end of his career, he was widely esteemed and had received honorary degrees from many universities. He was elected president of the Royal Astronomical Society (1921–1923), and was subsequently elected President of the Physical Society (1930–1932), the Mathematical Association (1932), and the International Astronomical Union (1938–1944). Eddington was knighted in 1930 and received the Order of Merit in 1938. During the 1930s, his popular and more philosophical books made him a well known figure to the general public. Philosophers have found his writings of considerable interest, and have debated his themes for nearly a hundred years. (shrink)

In 1935, A. G. Tansley, who was knighted later, proposed the ecosystem concept. Nevertheless, this concept was not without predecessors. Why did Tansley’s ecosystem prevail and not one of its competitors? The purpose of this article is to pin the distinguishing features of Tansley’s ecosystem down, as far as the published record allows. It is an exercise in finding the difference that made a difference. Besides being a pioneering ecologist, Tansley was an adept of psychoanalysis. His interest even led him (...) to visit Sigmund Freud in Vienna for a while. Psychologists had to regard the mind as an entity in its own right, while knowing that it truly was part of a larger whole (body + mind), because the causal relation between body and mind was unknown. This lead Tansley to conclude that psychologists must not objectify the system under study, have to search for causes within their own field, and must not speculate unless this serves a scientific purpose. In 1925, Tansley defended psychoanalysis in a prolonged controversy against a concerted attack criticizing its speculative content and poor scientific standing. This could have been the reason why Tansley kept his ecosystem free of speculative content and unscientific connotation. The competing ecosystem-like concepts, however, have contained philosophical speculation, non-deterministic properties like vitalism or entelechy, or have been burdened with unscientific connotations. Hence, rigorous restraint distinguished the ecosystem concept and made it ready for use by later researchers. (shrink)

Paul Weiss continues the brilliant analysis of art he began in _The World of Art _and _Nine Basic Arts_—here_ _in the medium of film, at which he takes a close and inde­pendent look. Writing in a vigorous, jargon-free style, and covering all aspects of films and film making, Mr. Weiss presents a fresh, new approach to the study of our newest art. During the course of writing _Cinematics_,_ _Mr. Weiss asked various writers, critics, scholars, and producers long involved with film (...) to read and remark on what he had written. Five of them—Eric Sherman, Joseph Williman, Arthur Knight, David Slavitt, and Robert Thom—provided comments which are incorporated in the text. Their remarks are often trenchant, and perceptively provocative. These men frequently comment on lines of inquiry suggested in the book and often take issue with what has been said. The result is a kind of dialogue crisscrossed with stimu­lating insights. While this book is aimed at the general reader, Mr. Weiss hopes that experts and practitioners of film making will benefit from this fresh, independent, and philo­sophically based inquiry. Readers already familiar with Mr. Weiss’s writings will delight in this distillation of his thought on an art so intimately a part of our cul­ture. (shrink)

The reality of the thinking subject -- The paralogisms and transcendental idealism -- The first paralogism -- The second paralogism -- Transcendental self-consciousness -- Other interpretations of the paralogisms -- Empirical apperception -- Pure apperception -- The person as subject -- Apperception and inner sense -- The third paralogism and Kant's conception of a person -- The embodied subject -- The fourth paralogism.

The research project described in this report represents one of the most extensive studies of character education ever undertaken, including over 10,000 students and 255 teachers in schools across England, Scotland, Northern Ireland and Wales. Research techniques consisted of a mixture of surveys, moral dilemmas and semi-structured interviews. This report explores: - The current situation in character education, both in the UK and internationally - How developed British students are with respect to moral character and the extent to which they (...) are able to understand and apply moral virtues, especially those aged 14 and 15 - How teachers in the UK understand their role in terms of students’ moral and character development - What helps or hinders the development of children’s characters according to teachers in UK schools. (shrink)

1. Bd. Vier Bücher, nebst einem Anhange, der die Kritik der kantischen Philosophie enthält -- 2. Bd. Welcher die Ergänzungen zu die den vier Büchern des ersten Bandes enthält.

Using episodes in the history of the interpretation of the psi-function, this paper addresses the question of how the understanding of science sought by philosophy of science relates to the understanding sought by science itself. This leads to a conception of the discipline of philosophy of science as an historical entity. The paper concludes by drawing out the implications of that conception for our role in the humanities, and our relationship to the sciences and to ongoing scientific work.

An environmental ethics open to the charge of speciesism would be a weak environmental ethics at best. Ferré criticizes the environmental ethics of Callicott and Rolston, presenting his version of an environmental ethics; one he refers to as organicistic. His version does indeed avoid the pitfalls of the environmental ethics of Callicott and Rolston. But, as I show, the charge of speciesism can be leveled against Ferré (and many others). I suggest that properly understood speciesism is so deeply rooted in (...) our concepts that the only hope lies in what I term a thoughtful speciesism. (shrink)

DUALISM AND THE PHYSICAL WORLD 257 IX. THE NATURE OF KNOWING AS A NATURAL EVENT . . 303 INDEX 323 PREFACE The principal purpose of this volume is not to present ...

Originally published in 1963. The essays in this volume are critical and, with one exception, directed against the philosophic movement of pragmatism. "The Thirteen Pragmatisms" is an exercise in logical analysis and is a challenge to a group of philosophers who have taken on a collective name to show how their apparent diversities are to be reconciled. Few philosophers would call themselves orthodox followers of this train of thought, so these essays can be studied without a sense of personal injury (...) that deadens the critical faculty and obscures insight. In The Thirteen Pragmatisms and Other Essays, logical technique is on display: the author's keenness in spotting double meanings and his ability to rephrase them in univalent form. This collection of essays should afford students of philosophy a set of cases in which they need not take sides but which give them an analytical method they can practice themselves on contemporary issues. The fact that these essays are on the whole critical gives them a heuristic value that dogmatic or expository essays would not have. (shrink)

Intended for those interested in Kant's contribution to philosophy, this volume provides an overview of Kant's arguments concerning central issues in metaphysics and ethics.

(Accepted for an edition of Synthese that never saw light of day, and remained on my website. Written 2005.) Noting the status of the Law of Continuity as one of Leibniz’s most cherished axioms, Bertrand Russell charged that his philosophy nevertheless amounted to “a complete denial of the continuous”. Georg Cantor made a similar accusation of inconsistency about Leibniz’s philosophy of the actual infinite. But I argue that neither doctrine is inconsistent when the subtleties of Leibniz’s syncategorematic interpretation are properly (...) taken into account. Leibniz rejects the existence of infinite wholes: an infinite aggregate of actual things forms only a fictitious whole. Analogously, infinitesimals are only fictitious parts, this time of ideal wholes. That is, just as an actual infinity of terms can be understood syncategorematically as more terms than can be assigned a number, without there being any infinite numbers, so too the infinitely small can be given a syncategorematic interpretation by means of the Law of Continuity, without there existing any actual infinitesimals. By examining Leibniz’s justification of infinitesimals in his calculus, I argue that the syncategorematic interpretation is also applicable to series of changes, and thus exonerates Leibniz from Russell’s criticism: on this interpretation all naturally occurring transitions are continuous in that the difference between neighbouring states is smaller than any assignable. This means not that there exists a least difference, but that for any assignable finite difference, there exists a smaller one. Thus there is a true continuous transition, even though the states themselves and all assignable differences between them are actually discrete. (shrink)

Gottfried Leibniz is well known for his claim to have “rehabilitated” the substantial forms of scholastic philosophy, forging a reconciliation of the New Philosophy of Descartes, Mersenne and Gassendi with Aristotelian metaphysics (in his so-called Discourse on Metaphysics, 1686). Much less celebrated is the fact that fifty years earlier (in his Hypomnemata Physica, 1636) the Bratislavan physician and natural philosopher Daniel Sennert had already argued for the indispensability to atomism of (suitably re-interpreted) Aristotelian forms, in explicit opposition to the rejection (...) of substantial forms by his fellow atomist Sébastien Basson.1.. (shrink)

One of the most puzzling features of Leibniz’s deep metaphysics is the apparent contradiction between his claims that the law of continuity holds everywhere, so that in particular, change is continuous in every monad, and that “changes are not really continuous,” since successive states contradict one another. In this paper I try to show in what sense these claims can be understood as compatible. My analysis depends crucially on Leibniz’s idea that enduring states are “vague,” and abstract away from further (...) changes occurring within them at a higher resolution—consistently with his famous doctrine of "petites perceptions." As Leibniz explains further in a recently transcribed unpublished manuscript, these changes are dense within any actual duration, which is conceived as actually divided by them into states that are syncategorematically infinite in number and unassignably small. The correspondence between these unassignably small intervals between changes and the differentials of his calculus allows processes to be conceived as continuous, despite the discontinuity of the changes that occur in actuality. (shrink)

Žižek has asked us to consider when we should care about the _tyrant’s bloody robes_. He was asking whether we should show restraint in responding to terrible injustice. The unsettling depiction of ‘Joker’ in Todd Phillips’ (2019) film of the same name goes some way to answering this question. We witness in this film a Joker unlike the many others we had seen in the Batman cinematic universe. Arthur Fleck is not a villain, at least not when he sets (...) out to live in our world. In his own words, he is just a man with ‘nothing left to lose’ living a life that has become ‘nothing but a comedy’. He is not the chaos spreading sociopath depicted in _The Dark Knight_ (2008). He is a man with a mental health condition. An outcast. Pushed around by society until he decided to do something about it. But why is a vigilante in a bat mask acceptable, but one in clown make-up is not? Maybe our traditional understandings of “right” and “wrong” and our childish cultural tropes about “good” and “evil” no longer serve us as they should when our heroes are greedy corporatists and our villains are the marginalised, disabled and mentally ill. Could it be that the Batman stories we have heard since we were children are designed to make us fret about the tyrant’s bloody robes? In this paper I explore Žižek’s analysis of Joker alongside his accounts of surplus-enjoyment with particular reference to Arthur Fleck’s life whilst living with a disability. (shrink)

Most of all, this book introduces readers to a genuine lover of wisdom, a philosopher who used ordinary English to address traditional problems of philosophy.