A careful and competent introduction to the Russell-Broad type of analytic philosophy.--A. C. P.

Messages describing life after death from the author's deceased brother-in-law.--A. C. P.

The notion that our society, its education system and its intellectual life, is characterised by a split between two cultures – the arts or humanities on one hand and the sciences on the other – has a long history. But it was C. P. Snow's Rede lecture of 1959 that brought it to prominence and began a public debate that is still raging in the media today. This fiftieth anniversary printing of The Two Cultures and its successor piece, A Second (...) Look features an introduction by Stefan Collini, charting the history and context of the debate, its implications and its afterlife. The importance of science and technology in policy run largely by non-scientists, the future for education and research, and the problem of fragmentation threatening hopes for a common culture are just some of the subjects discussed. (shrink)

C P Ormell; Ideology and the Reform of School Mathematics, Journal of Philosophy of Education, Volume 3, Issue 1, 30 May 2006, Pages 37–54, https://doi.org/10.1.

In an influential article, Anthony Kenny charged that (a) the view of freedom in Descartes’ “1645 letter to Mesland” is incoherent, and (b) that this incoherence was present in Descartes’ thought from the beginning. Against (b), I argue that such incoherence would rather support Gilson’s suspicions that the 1645 letter is dishonest. Against (a), I offer a close reading of the letter, showing that Kenny’s objection seems plausible only if we misconstrue a key ambiguity in the text. I close by (...) defending Descartes against some related worries of my own about the degrees of Cartesian freedom. I conclude that there is really no good reason to deny that Descartes’ view in the 1645 letter is both internally coherent and a genuine explication of the Meditations’ account of freedom. (shrink)

In the Fourth Meditation, Descartes asks: 'If God is no deceiver, why do we sometimes err?' Descartes's answer (despite initial appearances) is both systematic and necessary for his epistemological project. Two atheistic arguments from error purport to show that reason both proves and disproves God's existence. Descartes must block them to escape scepticism. He offers a mixed theodicy: the value of free will justifies God in allowing our actual errors, and the perfection of the universe may justify God in making (...) us able to err. Though internally coherent, Descartes's theodicy conflicts with his view of divine providence. (shrink)

Hsiao has recently developed what he considers a ‘simple and straightforward’ argument for the moral permissibility of corporal punishment. In this article we argue that Hsiao's argument is seriously flawed for at least two reasons. Specifically, we argue that a key premise of Hsiao's argument is question-begging, and Hsiao's argument depends upon a pair of false underlying assumptions, namely, the assumption that children are moral agents, and the assumption that all forms of wrongdoing demand retribution.

We formalise the notion of those infinite binary sequences z that admit a single program P which expresses the entire algorithmical structure of z. Such a program P minimizes the information which must be used in a relative computation for z. We propose two concepts with different strength for this notion, the learnable and the super-learnable sequences. We establish three different equivalent characterizations of learnable (super-learnable, resp.) sequences. In particular, we prove that a sequences z is learnable (super-learnable, resp.) if (...) and only if there is a computable probability measure p such that p is Schnorr (Martin-Lof, resp.) p-random. There is a recursively enumerable sequence which is not learnable. The learnable sequences are invariant with respect to all total and effective transformations of infinite binary sequences. (shrink)