Since the beginning of the twentieth century, Chinese scholars have tended to traditional Chinese learning split apart and rearrange it according to the systematics of modern Western academic disciplines. By examining the meaning of Western "philosophy" and "ethics," it is demonstrated that Western and Chinese learning should not be lumped together according to the same systematics. Moreover, classical Chinese learning has always had its own complex systematics and its own long tradition, and it has undergone constant development over time. Thus, (...) it is well beyond any criticism that may be leveled at it from the standpoint of Western systematics. Even so, modern Chinese intellectuals have become accustomed to understanding classical Chinese learning through a Western prism. (shrink)

Since the beginning of the twentieth century, Chinese scholars have tended to traditional Chinese learning split apart and rearrange it according to the systematics of modern Western academic disciplines. By examining the meaning of Western "philosophy" and "ethics," it is demonstrated that Western and Chinese learning should not be lumped together according to the same systematics. Moreover, classical Chinese learning has always had its own complex systematics and its own long tradition, and it has undergone constant development over time. Thus, (...) it is well beyond any criticism that may be leveled at it from the standpoint of Western systematics. Even so, modern Chinese intellectuals have become accustomed to understanding classical Chinese learning through a Western prism. (shrink)

Written by some of the world's leading academics and professionals in the field, this collection of essays brings together two complementary views on child development - the role of society and the role of cognitive growth.

We consider the set of jumps below a Turing degree, given by JB={x':x≤a}, with a focus on the problem: Which recursively enumerable degrees a are uniquely determined by JB? Initially, this is motivated as a strategy to solve the rigidity problem for the partial order R of r.e. degrees. Namely, we show that if every high2 r.e. degree a is determined by JB, then R cannot have a nontrivial automorphism. We then defeat the strategy—at least in the form presented—by constructing (...) pairs a0, a1 of distinct r.e. degrees such that JB=JB within any possible jump class {x:x'=c}. We give some extensions of the construction and suggest ways to salvage the attack on rigidity. (shrink)

This chapter analyses Soren Kierkegaard's thought about the history of theology, discussing different notions of historical theology and evaluating how they apply to the way Kierkegaard engaged with history of theology. It explains the two key elements of the Kierkegaardian historical theology: tracking the process of decline from the Christianity of the New Testament to the enfeebled caricature that passed for Christianity in contemporary Denmark; and recovering the voices of the true Christians of the past who genuinely followed Christ in (...) suffering and martyrdom. (shrink)

The theological energies released by Martin Luther in 1517 created a set of theological insights and problems that eventually led to the development of kenotic Christology. This article traces how kenotic Christology originated in the Eucharistic Controversy between Luther and Zwingli, before receiving its first extensive treatment in the debate between the Lutheran theologians of Tübingen and Giessen in,the early seventeenth century. Attention then turns to the nine-teenth century, when doctrinal tensions resulting from the enforced union of the Prussian Lutheran (...) and Reformed churches created the conditions for a new flowering of kenotic Christology in the theologies of Ernst Sartorius and, subsequently, Gottfried Thomasius. Kenotic Christology ultimately originates with Luther, however, for it owes its existence to the creative theological energies he unleashed and which remain his lasting legacy. (shrink)

The first clear and faithful guide to the timeless, practical teachings of the Stoic philosopher Seneca. Stoicism, the most influential philosophy of the Roman Empire, offers refreshingly modern ways to strengthen our inner character in the face of an unpredictable world. Widely recognized as the most talented and humane writer of the Stoic tradition, Seneca teaches us to live with freedom and purpose. His most enduring work, over a hundred "Letters from a Stoic" written to a close friend, explains how (...) to handle adversity; overcome grief, anxiety, and anger; transform setbacks into opportunities for growth; and recognize the true nature of friendship. In Breakfast with Seneca, philosopher David Fideler mines Seneca's classic works in a series of focused chapters, clearly explaining Seneca's ideas without oversimplifying them. Best enjoyed as a daily ritual, like an energizing cup of coffee, Seneca's wisdom provides us with a steady stream of time-tested advice about the human condition-which, as it turns out, hasn't changed much over the past two thousand years. (shrink)

This essay-a thesis accepted for the Cornell doctorate-consists of two parts, the first historical, the second expository and critical. Part I. traces the influences that led to the acceptance of a tripartite division of mind (intellect, feeling, will) in place of the older bipartite division. It also shows that Kant's original intention, in writing a third Critique, was to establish a priori principles of the new faculty of feeling; and argues that the combination of the Critiques of Taste and of (...) Teleology into a single Critique of Judgment was due to the fact that both alike were seen to centre round the idea of purposiveness. Part II indicates the need of mediation, formal and real, between the two Critiques of theoretical and of practical philosophy. The real opposition between them is to be found, primarily and chiefly, in the admission or rejection of the concept of freedom. By an elaborate analysis of Kant s theory of the beautiful, and a discussion of his use of the principle of teleology as applied to organic nature, the author is able to make it clear that the Critique of Judgment effects the desired real reconciliation. A concluding section suggests that Kant would have allowed objective validity to the teleological principle, had not the table of categories in the K. d. r. V. been already complete. -Mind [1898]. (shrink)

Stephen Gardiner and Augustin Fragnière suggest replacing the Oxford Principles for the governance of climate engineering (CE) with their 10 Tollgate Principles (Gardiner & Fragnière, 2018). Like the Oxford Principles, the Tollgate Principles offer abstract, high-level guidance. Translating either set of principles into actual policies or governance mechanisms therefore requires considerable effort. In this commentary, I offer some suggestions for putting the Tollgate Principles into practice, paying special attention to the notions of ‘ethically defensible forms’ of CE and ‘well-founded ethical (...) norms’. (shrink)

The years of the Weimar Republic saw complex cultural change in Germany as well as political turmoil. Writing Weimar draws on the large amount of research done on the period since the 1980s in order to show how literary writers developed critical perspectives on the social and political issues of the time, and how those perspectives were related to longer-term developments in German culture which run beyond the watershed events of 1918 and 1933. Individual chapters discuss the dominant trends in (...) the poetry, the theatre, and the novel, as well as the literary representation of the city, of technology, and of the First World War. The book also sheds new light on one of the abiding mysteries of German culture in the 1920s: precisely what were the implications of the term Neue Sachlichkeit as it came to be applied to the cultural trends of the time? (shrink)

_Giving Reasons_ prepares students to think independently, evaluate information, and reason clearly across disciplines. Accessible to students and effective for instructors, it provides plain-English exercises, helpful appendices, and a variety of online supplements.

Understanding, as Descartes, Locke and Kant all insisted, is the primary 'faculty' of the mind; yet our modern sciences have been slow to advance a clear and testable account of what it means to understand, of children's acquisition of this concept and, in particular, how children come to ascribe understanding to themselves and others. By drawing together developmental and philosophical theories, this book provides a systematic account of children's concept of understanding and places understanding at the heart of children's 'theory (...) of mind'. Children's subjective awareness of their own minds, of what they think, depends on learning a language for ascribing mental states to themselves and others. This book will appeal to researchers in developmental psychology, cognitive science, education and philosophy who are interested in the cognitive and emotional development of children and in the more basic question of what it means to have a mind. (shrink)

Intelligence analysts, like other professionals, form norms that define standards of tradecraft excellence. These norms, however, have evolved in an idiosyncratic manner that reflects the influence of prominent insiders who had keen psychological insights but little appreciation for how to translate those insights into testable hypotheses. The net result is that the prevailing tradecraft norms of best practice are only loosely grounded in the science of judgment and decision-making. The “common sense” of prestigious opinion leaders inside the intelligence community has (...) pre-empted systematic validity testing of the training techniques and judgment aids endorsed by those opinion leaders. Drawing on the scientific literature, we advance hypotheses about how current best practices could well be reducing rather than increasing the quality of analytic products. One set of hypotheses pertain to the failure of tradecraft training to recognize the most basic threat to accuracy: measurement error in the interpretation of the same data and in the communication of interpretations. Another set of hypotheses focuses on the insensitivity of tradecraft training to the risk that issuing broad-brush, one-directional warnings against bias (e.g., over-confidence) will be less likely to encourage self-critical, deliberative cognition than simple response-threshold shifting that yields the mirror-image bias (e.g., under-confidence). Given the magnitude of the consequences of better and worse intelligence analysis flowing to policy-makers, we see a compelling case for greater funding of efforts to test what actually works. (shrink)

Revisits, reassesses, and reclaims the legacy of May '68 in light of our present cultural and historical emergency.

Revisits, reassesses, and reclaims the legacy of May '68 in light of our present cultural and historical emergency.

What is color? Of course, examples of colorful objects are not hard to come by (Fig. 1 provides numerous examples), so the question itself is slightly puzzling, suggesting that some confusion needs to be cleared up or ignorance enlightened. But how could anyone (who isn’t blind or Fig. 1 Atoms Inside Balloons totally lacking in color vision) possibly be confused about what color is? After all, if we learn anything about the world merely by looking at it, it’s the colors (...) of the things we see. How could we do this if we were confused about or ignorant of the nature of color? We might be confused.. (shrink)