It would be idle to pretend that Mr. Macdonald's article is not about a most serious problem. In this age of disillusion one of the most serious grounds for concern, one of the deepest sources of the disillusion is the state of popular culture, if by culture we mean anything more than the sum of intellectual, moral, aesthetic habits of a people in any given moment of historical time. For to many observers who are hostile to the political movement of (...) democracy, the present state of popular culture justifies all their fears, and to believers in democracy, the state of popular culture deceives some of the most profound hopes of the democratic movement since the French Revolution. And at this stage of the argument it is not, I think, worth making the distinction between popular and mass culture that Mr. Macdonald usefully insists on. Where the optimists have been deceived and the pessimists confirmed in their pessimism has been in the kind of culture that the people now choose or accept, and it does not, at the moment, matter whether the ‘people’ and the ‘masses’ are identical concepts. (shrink)

D W Hamlyn; Education and Wittgenstein's Philosophy, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 213–222, https://doi.org/10.1111.

Is it possible to do something intentionally and yet be unconscious of so doing? Many philosophers would answer ‘No’ to this question on the grounds that it is of the essence of intention that if we do something intentionally we do it knowing what we are doing.

INTRODUCTION If there is one underlying implication in the following essays it is the inadequacy of the information-processing model for cognitive ...

D W Hamlyn; The Concept of Development, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 26–39, https://doi.org/10.1111/j.1467-9752.197.

This book is available either individually, or as part of the specially-priced Arguments of the Philosphers Collection.

D. W. Hamlyn; I*—The Presidential Address: Focal Meaning, Proceedings of the Aristotelian Society, Volume 78, Issue 1, 1 June 1978, Pages 1–18, https://doi.org/.

D W Hamlyn; How Does Knowledge Start? A Reply to Pamela Moore, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 137, https://doi.org/1.

In terms of validity in Kripke frames, a modal formula expresses a universal monadic second-order condition. Those modal formulae which are equivalent to first-order conditions are called \emph{elementary}. Modal formulae which have a certain persistence property which implies their validity in all canonical frames of modal logics axiomatized with them, and therefore their completeness, are called \emph{canonical}. This is a survey of a recent and ongoing study of the class of elementary and canonical modal formulae. We summarize main ideas and (...) results, and outline further research perspectives. (shrink)

In a recent article [Mertz 2001] in this journal I argued for the virtues of a realist ontology of relation instances (unit attributes). A major strength of this ontology is an assay of ontic ('material') predication that yields an account of individuation without the necessity of positing and defending 'bare particulars'. The crucial insight is that it is the unifying agency or combinatorial aspect of a relation instance as predicable that is for ontology the principium individuationis [Mertz 2002; 1996]. Or (...) in short, what is ontically predicable, precisely as such, is the cause of individuation. As a preface to this positive doctrine I offered arguments against the coherence of bare particulars as defended in an article by J. P. Moreland [1998]. In a reply contained in this issue Moreland and Timothy Pickavance (hereafter M/P) propose to answer my objections [2002]. The response that follows provides reasons why, I contend, M/P have not succeeded in parrying my objections to bare particulars. (shrink)

This book is intended for mathematicians. Its origins lie in a course of lectures given by an algebraist to a class which had just completed a sub stantial course on abstract algebra. Consequently, our treatment ofthe sub ject is algebraic. Although we assurne a reasonable level of sophistication in algebra, the text requires little more than the basic notions of group, ring, module, etc. A more detailed knowledge of algebra is required for some of . the exercises. We also assurne (...) a familiarity with the main ideas of set theory, including cardinal numbers and Zorn's Lemma. In this book, we carry out a mathematical study of the logic used in mathematics. We do this by constructing a mathematical model oflogic and applying mathematics to analyse the properties of the model. We therefore regard all our existing knowledge of mathematics as being applicable to the analysis of the model, and in particular we accept set theory as part of the meta-Ianguage. We are not attempting to construct a foundation on which all mathematics is to be based-rather, any conclusions to be drawn about the foundations of mathematics co me only by analogy with the model, and are to be regarded in much the same way as the conclusions drawn from any scientific theory. (shrink)

Human aesthetic experiences are pervasive; they are triggered by faces, art, natural scenery, foods, ideas, theories, and decision-making situations, among many sources, and seem to be a distinctive trait of our species. Our moral sense, understood as our capacity to judge events, actions, or people as good or bad, appropriate or inappropriate, also seems to be an exclusively human endowment (Ayala 2010). As part of the scientific efforts to characterize the biological foundations of our human uniqueness, recently there has been (...) interest in the brain’s underpinnings of aesthetic reactions to art on the one hand, and in the neural correlates of moral judgment and decision-making on the other (Greene and Paxton .. (shrink)

OBJECTIVES: To study empirically whether ethical theory (from the mainstream principles-based, virtue-based, and feminist schools) usefully describes the approaches doctors and nurses take in everyday patient care. DESIGN: Ethnographic methods: participant observation and interviews, the transcripts of which were analysed to identify themes in ethical approaches. SETTING: A British old-age psychiatry ward. PARTICIPANTS: The more than 20 doctors and nurses on the ward. RESULTS: Doctors and nurses on the ward differed in their conceptions of the principles of beneficence and respect (...) for patient autonomy. Nurses shared with doctors a commitment to liberal and utilitarian conceptions of these principles, but also placed much greater weight on relationships and character virtues when expressing the same principles. Nurses also emphasised patient autonomy, while doctors were more likely to advocate beneficence, when the two principles conflicted. CONCLUSION: The study indicates that ethical theory can, contrary to the charges of certain critics, be relevant to everyday health care-if it (a) attends to social context and (b) is flexible enough to draw on various schools of theory. (shrink)

Recently Mr. E. Courtney has reopened discussion on the authenticity of the last six Heroides, a subject which had almost universally been accepted as settled by scholars.2 He also briefly discussed the ninth epistle and examined certain grounds for doubting whether it is rightly included in the Ovidian canon. In this he is following Karl Lachmann, who was disposed to doubt the authenticity not only of the last six but also of those of the remainder which are not mentioned in (...) Ovid's catalogue of the epistles given at Amores 2. 18 f.3 This despoliation of the canon has not generally found favour since Lachmann, and in the case of Heroides 9 the editors and other scholars working on the poems 4 have without exception regarded the poem as a genuine specimen of Ovid's work. (shrink)

D W Hamlyn; Reply to David E. Cooper, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 105–108, https://doi.org/10.1111/j.1467-9752.19.

D W Hamlyn; Need Philosophy of Education be so Dreary?, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 159–165, https://doi.org/10.1.