The distinguished Dutch cultural historian, Johan Huizinga, once observed that the 17th was the most complex and least understood of the modern European centuries. Professor Loemker, one of America’s foremost Leibniz scholars has written a learned and searching study in the intellectual history of the "baroque" century in an effort to illuminate the background of Leibniz’ synthesis of order of freedom, his system of universal harmony. The cacophonous period within which Leibniz philosophized presented an overriding geistige Aufgabe and the very (...) essence of his thought can be interpreted as a response to that task. The peculiar burden or problematic of his age required the defining of those ideals and conditions which could lead to the foundation of an adequate and more comprehensive form of order. It is the author’s conviction that the systematic thinkers of the time accomplished this "on the basis of an enlarged version of Neoplatonism, particularly the Christian Neoplatonism of St. Augustine, though they differed greatly on details.". (shrink)

'Why did the window break when it was hit by the stone? Because the window is brittle and the stone is hard; hardness and brittleness are powers, dispositional properties or dispositions.' Dispositions are essential to our understanding of the world. This book is a record of the debate on the nature of dispositions between three distinguished philosophers - D. M. Armstrong, C. B. Martin and U. T. Place - who have been thinking about dispositions all their working lives. Their distinctive (...) accounts cover many of the issues surrounding dispositions such as the nature of mind, matter, universals, existence, laws of nature and causation. Dispositions illuminates this central topic in analytic philosophy and at the same time highlights deeper concerns of metaphysics. (shrink)

Objectives: To explore how subjects in a placebo-controlled vitamin A supplementation trial among Ghanaian women aged 15–45 years perceive the trial and whether they know that not all trial capsules are the same, and to identify factors associated with this knowledge.Methods: 60 semistructured interviews and 12 focus groups were conducted to explore subjects’ perceptions of the trial. Steps were taken to address areas of low comprehension, including retraining fieldworkers. 1971 trial subjects were randomly selected for a survey measuring their knowledge (...) that not all trial capsules are the same. The subjects’ fieldworkers were also interviewed about their characteristics and trial knowledge. Factors associated with knowledge were explored using multi-level modeling.Results: Although subjects knew they were taking part in research, most thought they were receiving an active and beneficial medication. Variables associated with knowledge were education and district of residence. Radio broadcasts benefited those with some schooling. Fieldworkers’ characteristics were not associated with subjects’ knowledge.Conclusions: Research and debate on new or improved consent procedures are urgently required, particularly for subjects with little education. (shrink)

The ACA shifted U.S. health policy from centering on principles of actuarial fairness toward social solidarity. Yet four legal fixtures of the health care system have prevented the achievement of social solidarity: federalism, fiscal pluralism, privatization, and individualism. Future reforms must confront these fixtures to realize social solidarity in health care, American-style.

Aims: To review the literature on perceptions of nursing students and/or educators on the contribution of ethics education to ethical competence in nursing students. Background: Nurses do not always demonstrate the competencies necessary to engage in ethical practice. Educators continue to debate about the best ways to teach ethics to nurses so that they can develop ethical competencies. Data sources: MEDLINE, Embase, CINAHL, PsycINFO, and Web of Science. Review methods: A total of 15 articles with a quantitative, qualitative, or mixed-methods (...) design published between January 1992 and March 2012 were analyzed. Results: According to students and educators, ethics education increases ethical perception of nursing students and the development of reflective and analytical skills. However, its contribution to the development of ethical behavior was barely mentioned. The accounts of students and educators revealed essential features of effective ethics education: active involvement of students in case study discussions and use of ethical frameworks. The use of activating educational strategies requires a safe learning environment where students can openly reflect on values at stake in their care practice. Conclusion: A better understanding of how students learn to develop ethical skills and of influencing factors can guide educators to develop ethics courses for nursing curriculum. Future research needs to focus on the methodological accuracy of sampling and measuring instruments. (shrink)

When environmental health researchers study hazards in the home, they often discover information that may be relevant to protecting the health and safety of the research subjects and occupants. This article describes the ethical and legal basis for a duty to warn research subjects and occupants about hazards in the home and explores the extent of this duty. Investigators should inform research subjects and occupants about the results of tests conducted as part of the research protocol only if the information (...) is likely to be accurate, reliable, and medically useful. Investigators should warn subjects and occupants about hazards they happen to discover while they are in the home, if a reasonable person would warn the subjects and occupants about those hazards. Investigators should not report illegal hazards discovered in the home to the authorities, unless those hazards constitute abuse or neglect of children or mentally disabled people living in the home. When investigators decide to warn research subjects and occupants about hazards in the home, they should take some steps to help them make effective use of this information, such as providing additional counselling or making a referral for remediation or medical treatment. Investigators should discuss these issues with research subjects during the informed consent process. (shrink)

The ability to make informative comparisons is central to human cognition. Comparison involves aligning two representations and placing their elements into correspondence. Detecting correspondences is a necessary component of analogical inference, recognition, categorization, schema formation, and similarity judgment. Connectionist Analogy Builder (CAB) determines correspondences through a simple iterative computation that matches elements in one representation with elements playing compatible roles in the other representation while simultaneously enforcing structural constraints. CAB shows promise as a process model of comparison as its performance (...) can be related to human performance (e.g., solution trajectory, error patterns, time‐on‐task). Furthermore, CAB's bounded working memory allows it to account for the inherent capacity limitations of human processing. CAB's strengths are its parsimony, transparency of operations, and ability to generate performance predictions. In this paper, CAB is evaluated against benchmark phenomena from the analogy literature. (shrink)

This chapter first surveys general issues in the epistemic internalism / externalism debate: what is the distinction, what motivates it, and what arguments can be given on both sides. -/- The second part of the chapter will examine the internalism / externalism debate as regards to the specific case of the epistemology of memory belief.

Rescher's introduction combines interesting and salient material on the sources of this work and the study of logic in al-Fârâbî's time. The translation has marginal page and line references to the Arabic text.--C. E. B.

In both the literal and metaphorical senses, it seemed as if 1970s America was running out of gas.

The present volume contains Part Four, "The Great Shift," of Susanne Langer’s projected six-part magnum opus entitled, Mind: An Essay on Human Feeling. The first volume dealt with three parts: "Problems and Principles," "The Import of Art," and "Natura Naturans;" Volume II rests squarely on these three foundational parts. The balance of the work will be concerned with "The Moral Structure," and with "Knowledge and Truth." In this reviewer’s opinion, Professor Langer’s essay is easily the most significant theory of mind (...) yet developed in contemporary Anglo-American philosophy. The central task of her essay is to establish the total qualitative difference that divides human from animal mentality by showing that the nature and origin of that difference is explicable in terms of a continuous course of biological development. "The great shift" to human being as a mode of life typified by all that we understand as culture is accomplished, according to the conceptual framework extended throughout Volume II of the work, without recourse to metaphysical assumptions of nonzoological factors. By carefully locating a vast amount of exact psychobiological information in a conceptual structure that extends scientific definitions by modification, she makes the biological concept of human mentality adequate to the extraordinary reality it is intended to make comprehensible. Through the incorporation of highly sophisticated detail, she investigates repertoire and instinct; animal acts and ambients; animal values; interpretation of animal acts; the specialization of man; symbols and the evaluation of mind; and, finally, symbols and the human world. It is difficult to imagine that a reader could find fault with Susanne Langer’s method, because she never expands her conceptual structure by metaphorical extension, but only by modifying definitions in scientific terms so as to comprehend domains wider than those conventionally assigned to the sciences themselves. Her study, however, is not only eminently adequate methodologically, it is immensely satisfying in helping us understand that the uniqueness of human being can be fully articulated and intellectually sustained without resorting to a vitalistic discontinuity of any order. If, as Susanne Langer herself contends, the value of a philosophical outlook rests ultimately on its "serviceability," then this masterwork will serve all manner of investigators for a long time to come.—C.F.B. (shrink)

At some time around 200 A.D., the Stoic philosopher and teacher Cleomedes delivered a set of lectures on elementary astronomy as part of a complete introduction to Stoicism for his students. The result was _The Heavens, _the only work by a professional Stoic teacher to survive intact from the first two centuries A.D., and a rare example of the interaction between science and philosophy in late antiquity. This volume contains a clear and idiomatic English translation—the first ever—of _The Heavens, _along (...) with an informative introduction, detailed notes, and technical diagrams. This important work will now be accessible to specialists in both ancient philosophy and science and to readers interested in the history of astronomy and cosmology but with no knowledge of ancient Greek. (shrink)

Secularism dealt with the known, whereas religion dealt with the unknown. The rise of secularism threatened the survival of religion. This was the thesis of Auguste Comte. He said there would be a time when the irrelevant nature and death of religion would be recorded. At this point, man would have been able to unravel most of the unknown around him, hence no need for religion. The article has as its aim to examine the flaws in Auguste Comte’s ideology on (...) the existence of religion and secularism together. Using the descriptive phenomenological method of research, which allows for an objective analysis of the problem, it was discovered that, notwithstanding Comte’s theory, religion and secularism have continued to exist side by side since the 20th century to the contemporary 21st century because they are complementary. It was also discovered that religion exerts a force that cannot be silenced by an industrial revolution of the world. Religion provides the solution to man’s innermost needs which cannot be threatened with the rise of secularism. (shrink)

Buckley sees the Victorians as obsessed by time, and though the obsession is certainly not unique to the nineteenth century, he attempts to delineate what is distinctively Victorian about it. The growing historical consciousness, the concern with material progress, the perspective afforded by archaeology, theories of cultural progress, decline, or cycles: all these helped form distinctive concepts of time. Buckley subtly traces the attitudes toward "the living present," ranging from an acceptance of the challenge offered by the present to seizing (...) the life of immediate sensation. But in the treatment of the epiphany as an escape from the pressures of time and the world of Mammon, there is very little that is new. Buckley's thesis is almost too ambitious for such a short book, and though the Victorians speak for themselves in many passages, Buckley could have spoken more for them.—C. L. B. (shrink)

An historical and critical survey of the various theories of totemism. Lévi-Strauss believes almost every theory explaining the relation held to exist between man and certain natural objects can be demolished: there seems to be no general biological or cultural framework which can account for totemism as an isolated phenomenon. But if totemism is seen as a way of thinking metaphorically, of correlating opposites, or of associating by contrariety then it becomes an example of a mode of thinking common to (...) sophisticated as well as primitive peoples. Observations by Bergson and Rousseau, made outside the framework of modern anthropology, bear out Lévi-Strauss' thesis. A fascinating work, marred only by a rather stiff translation.—C. L. B. (shrink)

In this paper we attempt to identify which peer collaboration characteristics may be accountable for conceptual change through interaction. We focus on different socio‐cognitive aspects of the peer dialog and relate these with learning gains on the dyadic as well as the individual level. The scientific topic that was used for this study concerns natural selection, a topic for which students’ intuitive conceptions have been shown to be particularly robust. Learning tasks were designed according to the socio‐cognitive conflict instructional paradigm. (...) After receiving a short instructional intervention on natural selection, paired students were asked to collaboratively construct explanations for certain evolutionary phenomena while engaging in dialectical argumentation. Two quantitative coding schemes were developed, each with a different granularity. The first assessed discrete dialog moves that pertained to dialectical argumentation and to consensual explanation development. The second scheme characterized the dialog as a whole on a number of socio‐cognitive dimensions. Results from analyses on the dyadic as well as the individual level revealed that the engagement in dialectical argumentation predicted conceptual learning gains, whereas consensual explanation development did not. These findings open up new venues for research on the mechanisms of learning in and from peer collaboration. (shrink)

Without extensive argument or elaboration of implications, the author presents Smith's views on ethical matters peculiarly important to our own era. Having previously assumed that Smith's statement alone is sufficient, the author permits him to speak extensively.--C. E. B.

Berit Brogaard and Joe Salerno (Counterfactuals and Context, ANALYSIS 68 (2008): 39-46) argue that the standard Stalnaker-Lewis counterexamples to hypothetical syllogism, strengthening the antecedent, and contraposition trade on a failure to hold fixed the context in which truth values are determined for the premises and conclusion in each counterexample. I argue that no contextual fallacy is committed in the standard counterexamples, and I offer a different view of what it is for a fact to be held fixed by a counterfactual (...) antecedent. On my view, for a fact to be held fixed is an epistemological matter, not a semantic matter. (shrink)

Constantly aware of the mutual limits of philosophy and religion, Montagnes examines the development of St. Thomas' thought concerning the analogy of being and the conformity of his thought to that doctrine of Cajetan largely accepted by Thomists. He argues convincingly that Cajetan's thought differs importantly from that of Aquinas with regard to the source of the analogy.--C. E. B.

The essays presented in this volume are concerned with the history of Greek and Islamic philosophy; the history of doctrines, terminology, and movements in Islamic theology; and the way different Muslim thinkers attempted to explain human ethical problems as well as the nature of divine existence by means of rational discourse. In other words, the term Islamic philosophical theology used in the title of this volume does not announce a new field of intellectual pursuit, but serves merely to indicate succinctly (...) the contents of the work. Most of the eleven essays gathered together here were originally presented at two conferences held at Harvard and Columbia in 1971; discerning a plausible common theme among these papers, Parviz Morewedge commissioned others and arranged the collection under three descriptive headings. With two or three exceptions, each contribution draws attention to important new information or suggests a novel and provocative way of viewing familiar material. An excellent index more than compensates for the numerous typographical errors which seem to have eluded the editor and his assistants. (shrink)

The Cambridge History of Renaissance Philosophy, published in 1988, offers a balanced and comprehensive account of philosophical thought from the middle of the fourteenth century to the emergence of modern philosophy. This was the first volume in English to synthesise for a wider audience the substantial and sophisticated research now available. The volume is organised by branch of philosophy rather than by individual philosopher or school, and the intention has been to present the internal development of different aspects of the (...) subject in their own historical context. The structure also naturally emphasises the international nature of philosophy in the Renaissance. (shrink)

Historical narratives can satisfy basic individual psychological needs. However, an over-reliance on a group's past can marginalize those who think differently – thus, homogenizing the culture and stifling creativity. By revising narratives to balance the power of collective narratives with the richness of individuality, we foster groups that encourage varied identities.

Introduction: conceptual analysis of teaching, by B. P. Komisar and T. W. Nelson.--A concept of teaching, by B. O. Smith.--The concept of teaching, by I. Sheffler.--A topology of the teaching concept, by T. F. Green.--Teaching: act and enterprise, by B. P. Komisar.--Must an education have an aim? By R. S. Peters.--Curriculum as a field of study, by D. Heubner.--Can and should means-ends reasoning be used in teaching? By C. J. B. Macmillan and J. E. McClellan.

Introduction: conceptual analysis of teaching, by B. P. Komisar and T. W. Nelson.--A concept of teaching, by B. O. Smith.--The concept of teaching, by I. Sheffler.--A topology of the teaching concept, by T. F. Green.--Teaching: act and enterprise, by B. P. Komisar.--Must an education have an aim? By R. S. Peters.--Curriculum as a field of study, by D. Heubner.--Can and should means-ends reasoning be used in teaching? By C. J. B. Macmillan and J. E. McClellan.

By reference to Lucretius's contemporaries and predecessors, especially Epicurus, Winspear attempts to show the originality of Lucretius. He allows Lucretius to speak for himself and makes many references to the apparent closeness of Lucretius's doctrines to modern thought. The book is challenging and provocative.—C. E. B.