Aristotle's treatise De Interpretatione is one of his central works; it continues to be the focus of much attention and debate. C. W. A. Whitaker presents the first systematic study of this work, and offers a radical new view of its aims, its structure, and its place in Aristotle's system, basing this view upon a detailed chapter-by-chapter analysis.By treating the work systematically, rather than concentrating on certain selected passages, Whitaker is able to show that, contrary to traditional opinion, it forms (...) an organized and coherent whole. He argues that the De Interpretatione is intended to provide the underpinning for dialectic, the system of argument by question and answer set out in Aristotle's Topics; and he rejects the traditional view that the De Interpretatione concerns the assertion and is oriented towards the formal logic of the Prior Analytics. In doing so, he sheds valuable new light on some of Aristotle's most famous texts. (shrink)

Doing Educational Administration is the final part in a three volume series by Evers and Lakomski presenting their perspective on educational administration. The first volume, Knowing Educational Administration , established the importance of epistemological issues in the international field of educational administration and suggested a new, post-positivist approach to research. The theoretical approach presented in the first volume was further examined in Exploring Educational Administration, where the authors' theories were considered in an applied context. In this, the third and final (...) volume, the authors conclude their presentation of their post-positivist theory by demonstrating how their account of knowledge and cognition shapes the content and structure of administrative practice. Built around a set of basic issues in the practice of educational administration where the role of condition is of primary importance, Evers and Lakomski produce a comprehensive and persuasive applied theory of administrative practice. (shrink)

Chapter One Triadomany defined You shall bind them in Three Classes; according to their Classes. William Blake, Milton In a manuscript of The Quest for ...

a. 'Two things fill the mind with ever new and increasing admiration and awe, the oftener and the more steadily we reflect on them: the starry heavens above and the moral law within. ' Thus Kant formulates his attitude to morality (Critique of Practical Reason, p. 260). He draws a sharp distinction between these two objects of admiration. The starry sky, he writes, represents my relationship to the natural, empirical world. Moral law, on the other hand, is of a completely (...) different order. It ' . . . begins from my invisible self, my personality, and exhibits me in a world which has true infinity, but which is traceable only by the understanding and with which I discern that I am not in a merely contingent but in a universal and necessary connection (. . . ). ' (p. 260). So Kant sees morality as a separate metaphysical order opposed to the world of empirical phenomena. Human beings belong to both worlds. According to Kant, the personality derives nothing of value from its relationship with the empirical world. His part in the sensuous world of nature places man on a level with any animal which before long must give back to the rest of nature the substances of which it is made. (shrink)

In this paper, it is argued that the prima facie conflict between special relativity and the quantum-mechanical collapse postulate is only apparent, and that the seemingly incompatible accounts of entangled systems undergoing collapse yielded by different reference frames can be regarded as no more than differing accounts of the same processes and events. Attention to the transformation properties of quantum-mechanical states undergoing unitary, non-collapse evolution points the way to a treatment of collapse evolution consistent with the demands of relativity.