We review the famous no-hidden-variables theorem in von Neumann’s 1932 book on the mathematical foundations of quantum mechanics. We describe the notorious gap in von Neumann’s argument, pointed out by Hermann and, more famously, by Bell. We disagree with recent papers claiming that Hermann and Bell failed to understand what von Neumann was actually doing.

Although skeptical of the prohibitive power of no-hidden-variables theorems, John Bell was himself responsible for the two most important ones. I describe some recent versions of the lesser known of the two (familiar to experts as the "Kochen-Specker theorem") which have transparently simple proofs. One of the new versions can be converted without additional analysis into a powerful form of the very much better known "Bell's Theorem," thereby clarifying the conceptual link between these two results of Bell.

"--Brian Greene, Columbia University "This book includes material that is intellectually innovative and comes as a surprise even to specialists in the field.

One of the endearing traits of Asher Peres is that when somebody publishes something he knows to be wrong, he does not bother to refute it, even if the paper criticizes his own work. Life is too brief for such frivolity. As a small 70th birthday present I would like to answer one such recent attack. It’s not much of a present, since Asher will not read my paper. Why should he? He already knows this criticism is nonsense. But somebody (...) has to set the written record straight for future historians, so I will do it as part of this celebration. Fortunately this particular issue is so easily settled that this can be a very short paper. Since Asher is a master of the very short paper, my Peresian brevity is an important part of my act of homage. The criticism I address can be found in a new formulation by Karl Hess and Walter Philipp(1) of their view that all versions of Bell’s theorem are fundamentally flawed. I focus here only on their criticism of the version in Asher’s book.(2). (shrink)

In a recent article under the above title (but without the question mark) Henry Stapp has presented arguments which lead him to conclude that under suitable conditions “the truth of a statement that refers only to phenomena confined to an earlier time” must “depend on which measurement an experimenter freely chooses to perform at a later time.” I suggest that this conclusion contains an essential ambiguity as regards the meaning of the expression “statement referring only to phenomena confined to an (...) earlier time,” when such a statement talks about the outcome of an experiment that was not actually performed. As a result Stapp’s argumentation does not imply that future choices can affect present facts. But it does provide a wonderful and instructively different opportunity to reexamine a central point of Bohr’s famous reply to Einstein, Podolsky, and Rosen. (shrink)

This book presents an elementary but complete exposition of the relativistic theory of the measurement of intervals in space & time.

In honor of Daniel Greenberger's 65th birthday, I record for posterity two superb examples of his wit, offer a proof of an important theorem on quantum correlations that even those of us over 60 can understand, and suggest, by trying to make it look silly, that invoking “quantum nonlocality” as an explanation for such correlations may be too cheap a way out of the dilemma they pose.

I describe a pedagogical scheme devised to teach efficiently to computer scientists just enough quantum mechanics to permit them to understand the theoretical developments of the last decade going under the name of “quantum computation.” I then note that my offbeat approach to quantum mechanics, designed to be maximally efficacious for this specific educational purpose, is nothing other than the Copenhagen interpretation.

Crystallography has proven a rich source of ideas over several centuries. Among the many ways of looking at space groups, N. David Mermin has pioneered the Fourier-space approach. Recently, we have supplemented this approach with methods borrowed from algebraic topology. We now show what topology, which studies global properties of manifolds, has to do with crystallography. No mathematics is assumed beyond what the typical physics or crystallography student will have seen of group theory; in particular, the reader need (...) not have any prior exposure to topology or to cohomology of groups. (shrink)

In this paper we address a deeply interesting debate that took place at the end of the last millennia between David Mermin, Adan Cabello and Michiel Seevinck, regarding the meaning of relationalism within quantum theory. In a series of papers, Mermin proposed an interpretation in which quantum correlations were considered as elements of physical reality. Unfortunately, the very young relational proposal by Mermin was too soon tackled by specially suited no-go theorems designed by Cabello and Seevinck. (...) In this work we attempt to reconsider Mermin's program from the viewpoint of the Logos Categorical Approach to QM. Following Mermin's original proposal, we will provide a redefinition of quantum relation which not only can be understood as a preexistent element of physical reality but is also capable to escape Cabello’s and Seevinck's no-go-theorems. In order to show explicitly that our notion of ontological quantum relation is safe from no-go theorems we will derive a non-contextuality theorem. We end the paper with a discussion regarding the physical meaning of quantum relationalism. (shrink)

David Mermin suggests that my recent proof pertaining to quan tum nonlocality is undermined by an essential ambiguity pertaining to the meaning of counterfactual statements in quantum physics The ambiguity he cites arise from his imposition of a certain criterion for the meaningfulness of such counterfactual statements That criterion con ates the meaning of a counterfactual statement with the details of a proof of its validity in such a way as to make the meaning of such a statement (...) dependent upon the context in which it occurs That dependence violates the normal demand in logic that the meaning of a statement be de ned by the words in the statement itself not by the context in which the statement occurs My proof conforms to that normal requirement I describe the context independent meaning within my proof of the counterfactual statements in question.. (shrink)

From the beginning, the implications of quantum theory for our most general understanding of the world have been a matter of intense debate. Einstein argues that the theory had to be regarded as fundamentally incomplete. Its inability, for example, to predict the exact time of decay of a single radioactive atom had to be due to a failure of the theory and not due to a permanent inability on our part or a fundamental indeterminism in nature itself. In 1964, John (...) Bell derived a theorem which showed that any deterministic theory which preserved locality would have certain consequences for measurements performed at a distance from one another. An experimental check seems to show that these consequences are not, in fact, realized. The correlation between the sets of events is much stronger than any local deterministic theory could allow. What is more, this stronger correlation is precisely that which is predicted by quantum theory. The astonishing result is that local deterministic theories of the classical sort seem to be permanently excluded. Not only can the individual decay not be predicted, but no future theory can ever predict it. The contributors in this volume wrestle with this conclusion. Some welcome it; others leave open a return to at lease some kind of deterministic world, one which must however allow something like action-at-a distance. How much lit it? And how can one avoid violating relativity theory, which excludes action-at-a-distance? How can a clash between the two fundamental theories of modern physics, relativity and quantum theory, be avoided? What are the consequences for the traditional philosophic issue of causality explanation and objectivity? One thing is certain; we can never return to the comfortable Newtonian world where everything that happened was, in principle, predictable and where what happened at one measurement site could not affect another set of measurements being performed light-years away, at a distance that a light-signal could not bridge. Contributors: James T. Cushing, Abner Shimony, N. David Mermin, Jon P. Jarrett, Linda Wessels, Bas C. van Fraassen, Jeremy Butterfield, Michael L. G. Redhead, Henry P. Stapp, Arthur Fine, R. I. G. Hughes, Paul Teller, Don Howard, Henry J. Folse, and Ernan McMullin. (shrink)

So far the "Science Wars" have generated far more heat than light. Combatants from one or the other of what C. P. Snow famously called "the two cultures" (science versus the arts and humanities) have launched bitter attacks but have seldom engaged in constructive dialogue about the central issues. In The One Culture?, Jay A. Labinger and Harry Collins have gathered together some of the world's foremost scientists and sociologists of science to exchange opinions and ideas rather than insults. The (...) contributors find surprising areas of broad agreement in a genuine conversation about science, its legitimacy and authority as a means of understanding the world, and whether science studies undermines the practice and findings of science and scientists. The One Culture? is organized into three parts. The first consists of position papers written by scientists and sociologists of science, which were distributed to all the participants. The second presents commentaries on these papers, drawing out and discussing their central themes and arguments. In the third section, participants respond to these critiques, offering defenses, clarifications, and modifications of their positions. Who can legitimately speak about science? What is the proper role of scientific knowledge? How should scientists interact with the rest of society in decision making? Because science occupies such a central position in the world today, such questions are vitally important. Although there are no simple solutions, The One Culture? does show the reader exactly what is at stake in the Science Wars, and provides a valuable framework for how to go about seeking the answers we so urgently need. Contributors include: Constance K. Barsky, Jean Bricmont, Harry Collins, Peter Dear, Jane Gregory, Jay A. Labinger, Michael Lynch, N. David Mermin, Steve Miller, Trevor Pinch, Peter R. Saulson, Steven Shapin, Alan Sokal, Steven Weinberg, Kenneth G. Wilson. (shrink)

This book both introduces the philosophy of science through examination of the occult and examines the occult rigorously enough to raise central issues in the philosophy of science. Placed in the context of the occult, philosophy of science issues become immediately understandable and forcefully compelling. Divergent views on astrology, parapsychology, and quantum mechanics mysticism emphasize topics standard to the philosophy of science. Such issues as confirmation and selection for testing, causality and time, explanation and the nature of scientific laws, the (...) status of theoretical entities, the problem of demarcation, theory and observation, and science and values are discussed. Significantly revised, this second edition presents an entirely new section of quantum mechanics and mysticism including instructions from N. David Mermin for constructing a device which dramatically illustrates the genuinely puzzling phenomena of quantum mechanics. A more complete and current review of research on astrology has been included in this new edition, and the section on the problem of demarcation has been broadened. (shrink)

When I look at the scale of the apparatus I know what it reads. Those absurdly delicate, hopelessly inaccessible, global correlations obviously vanish when they connect up with me. Whether this is because consciousness is beyond the range of phenomena that quantum mechanics is capable of dealing with, or because it has infinitely many degrees of freedom or special super selection rules of its own, I would not presume to guess. But this is a puzzle about consciousness that should not (...) get mixed up with efforts to understand quantum mechanics as a theory of subsystem correlations in the nonconscious world. ( David Mermin 1998). (shrink)

The year 2019 witnessed the 20th Jubileum of the Växjö conference series on quantum foundations and probability in physics. This has been the longest running series of conferences on the subject in history. Many old and new friendships were forged at Linnaeus University and the beautiful surrounding lakes of Småland, where once yearly everyone gathers to renew the debate and report their latest progress. 2019 also represents the Porcelain Anniversary—18 years—of the point of view on quantum theory known as QBism. (...) In this regard, the 2001 meeting in the series was pivotal in more ways than one. Not only did it instigate Fuchs’s break [1] from the earlier (Jaynes style) “objective Bayesianism” and neo-Copenhagen thinking of Caves et al. [2], but it was the first meeting at an international scale to indicate that the quantum information revolution might have something genuine to contribute to quantum foundational thought. That meeting set the pace far beyond Växjö by the participation of a number of luminaries of quantum information: The late Asher Peres, Daniel Greenberger, David Mermin, Herbert Bernstein, Carlton Caves, Rüdiger Schack, Richard Jozsa, Benjamin Schumacher, and John Smolin. One could almost hear a battle cry echo from the woods, “Quantum foundations from quantum information or die!” The foundations debate had turned so stale by the time, it would surely die without an influx of new thinking. (shrink)

Part I Introduction -/- Passion at a Distance (Don Howard) -/- Part II Philosophy, Methodology and History -/- Balancing Necessity and Fallibilism: Charles Sanders Peirce on the Status of Mathematics and its Intersection with the Inquiry into Nature (Ronald Anderson) -/- Newton’s Methodology (William Harper) -/- Whitehead’s Philosophy and Quantum Mechanics (QM): A Tribute to Abner Shimony (Shimon Malin) -/- Bohr and the Photon (John Stachel) -/- Part III Bell’s Theorem and Nonlocality A. Theory -/- Extending the Concept of an (...) “Element of Reality” to Work with Inefficient Detectors (Daniel M. Greenberger) -/- A General Proof of Nonlocality without Inequalities for Bipartite States (GianCarlo Ghirardi and Luca Marinatto) -/- On the Separability of Physical Systems (Jon P. Jarrett) -/- Bell Inequalities: Many Questions, a Few Answers (Nicolas Gisin) -/- B. Experiment -/- Do Experimental Violations of Bell Inequalities Require a Nonlocal Interpretation of Quantum Mechanics? II: Analysis a la Bell (Edward S. Fry, Xinmei Qu, and Marlan O. Scully) -/- The Physics of 2 = 1 + 1 (Yanhua Shih) -/- Part IV Probability, Uncertainty, and Stochastic Modifications of Quantum Mechanics -/- Interpretations of Probability in Quantum Mechanics: A Case of “Experimental Metaphysics” (Geoffrey Hellman) -/- “No Information Without Disturbance”: Quantum Limitations of Measurement (Paul Busch) -/- How Stands Collapse II (Philip Pearle) -/- Is There a Relation Between the Breakdown of the Superposition Principle and an Indeterminacy in the Structure of the Einsteinian Space-Time? (Andor Frenkel) -/- Indistinguishability or Stochastic Dependence? (D. Costantini and U. Garibaldi) -/- Part V Relativity -/- Plane Geometry in Spacetime (N. David Mermin) -/- The Transient nows (Steven F. Savitt) -/- Quantum in Gravity? (Michael Horne) -/- A Proposed Test of the Local Causality of Spacetime (Adrian Kent) -/- Quantum Gravity Computers: On the Theory of Computation with Indefinite Causal Structure (Lucien Hardy) -/- “Definability,” “Conventionality,” and Simultaneity in Einstein–Minkowski Space-Time (Howard Stein) -/- Part VI Concluding Words -/- Bistro Banter: A Dialogue with Abner Shimony and Lee Smolin -/- Unfinished Work: A Bequest (Abner Shimony) -/- Bibliography of Abner Shimony. (shrink)

Following Niels Bohr's interpretation of quantum mechanics as complementarity, this article argues that quantum mechanics may be seen as a theory of, in N. David Mermin's words, “correlations without correlata,” understood here as the correlations between certain physical events in the classical macro world that at the same time disallow us to ascertain their quantum-level correlata.

Here the philosopher and physicist David Z Albert argues, among other things, that the difference between past and future can be understood as a mechanical phenomenon of nature and that quantum mechanics makes it impossible to present the entirety of what can be said about the world as a narrative of “befores” and “afters.”.

We discuss two recent attempts two solve Schrodinger's cat paradox. One is the modal interpretation developed by Kochen, Healey, Dieks, and van Fraassen. It allows for an observable which pertains to a system to possess a value even when the system is not in an eigenstate of that observable. The other is a recent theory of the collapse of the wave function due to Ghirardi, Rimini, and Weber. It posits a dynamics which has the effect of collapsing the state of (...) macroscopic systems. We argue that the modal interpretation cannot account for non-accurate measurements and that both accounts have the consequence that in ordinary measurement situations the observables that ends up well defined are not quite the ones that we want to be well defined. (shrink)

The model of clinical ethics consultation (CEC) defended in the ASBH Core Competencies report has gained significant traction among scholars and healthcare providers. On this model, the aim of CEC is to facilitate deliberative reflection and thereby resolve conflicts and clarify value uncertainty by invoking and pursuing a process of consensus building. It is central to the model that the facilitated consensus falls within a range of allowable options, defined by societal values: prevailing legal requirements, widely endorsed organizational policies, and (...) professional standards of practice and codes of conduct. Moreover, the model stipulates that ethics consultants must refrain from giving substantive recommendations regarding how parties to a moral disagreement in the clinic should evaluate their options. We argue that this model of CEC is incomplete, because it wrongly assumes that what counts as the proper set of allowable options among which the parties are to deliberate will itself always be clearly discernible. We illustrate this problem with a recent case on which one of us consulted—a neonate born with trisomy 18 (T18). We try to show that law, policy, and standards of practice reveal no clear answer to the question posed by the case: namely, whether forgoing gastrostomy tube feedings for a baby with T18 is allowable. We suggest there may be other kinds of cases in which it may simply be unsettled whether a given choice falls within the set of allowable options within which consensus is to be facilitated. What should an ethicist do when confronting such unsettled cases? We agree with the facilitation model that an ethicist should remain neutral among the allowable options, when it is clear what the allowable options are. But, in unsettled cases, the role of a consultant should be expanded to include a process of moral inquiry into what the allowable options should be. We end by raising the issue of whether this means an ethicist should share his or her own conclusions or views about the allowability of a given clinical option. (shrink)

It has been acknowledged that education includes ‘a love of what one teaches and a love of those whom one teaches’ (Hogan 2010: 81), but two traditions of writing in philosophy of education—concerning love for student and love for subject—have rarely been brought together. This paper considers the extent to which the ‘triangular’ relationship of teacher, student and subject matter runs the risk of the rivalry, jealousy and strife that are characteristic of ‘tragic’ love triangles, or entails undesirable consequences such (...) as transference from one intended object of love to another. It argues that this faultline in the literature of educational love corresponds to education's ‘divided heart’. The implication of this exploration of education's triangular relationship is that we cannot ignore the ‘dark of love’, nor can we address it simply by asserting that educational love must be of a more honourable sort than romantic love. These tensions can be reconciled through the loving recourse of ‘ceasing to strive’ and the possibility of sublimating the two originary loves into a higher ‘love of truth’. (shrink)

The proper purpose of any human institution is to improve the lives of the people who depend on it. If we support that proposition, then is there any place for a private-purpose corporation? The question becomes especially urgent as society and the human species face growing threats.This paper posits that the private-purpose corporation, and the neoliberal ideology that affirms it, are major drivers of the social and environmental destruction we daily witness. If that is the case, then what might be (...) essential features of business institutions that would better serve humanity? What might be the role of a Theory of Community. And what might that mean for business education? This paper provides a broad framework for exploring those questions from a humanistic management perspective. It addresses the foundational issue of human purpose, describes the growing momentum for moving societies toward an ecological civilization, and notes the Earth Charter as a valuable source of ethical principles. Finally, it identifies the outcomes the formal institutions of an ecological civilization must serve and concludes with five design principles that these institutions will need to honor to support lives of diversity, beauty, creativity, and meaning for all. (shrink)

Volume 19, Issue 11, November 2019, Page 67-68.

Michael Hand argues that at least some moral standards can be robustly justified and that because of this educators can legitimately cultivate subscription to t.

The thesis that all learning has the character of enquiry is advanced and its implications are explored. R. G. Collingwood's account of ‘the logical priority of the question’ is explained and Hans-Georg Gadamer's hermeneutical justification and development, particularly the rejection of the re-enactment thesis, is discussed. Educators are encouraged to consider the following implications of the character of the question implied in all learning: (i) that it is a question that is constituted in the event rather than prepared or given (...) in advance, and that this leads to a necessary tension between learning and the curriculum or scheme, (ii) that it is a question that concerns some subject matter or issue that is at stake for both the student and the object of study, which draws our attention to the ‘intentionality’ of learning, and (iii) that it is a question that operates on the level of being—students are ‘called into question’, and thus transformed, by the object of study. (shrink)

Modern humans spend much of their time deploying a very rarefied form of intelligence, manipulating abstract symbols while their muscled body is mostly inert. Other animals, in a constant and largely unmediated relation with their earthly surroundings, think with the whole of their bodies. This kind of distributed sentience, this intelligence in the limbs, is especially keen in the case of birds of flight. Unlike most creatures of the ground, who must traverse an opaque surface of only two-plus dimensions as (...) we make our way through the world, a soaring bird continually adjusts minute muscles in its wings to navigate an omnidimensional plenum of currents and interference patterns that alter from moment to moment. Flight itself may usefully be considered as a kind of thinking—as a sort of gliding within the mind. Moreover, since birds are commonly the most mobile inhabitants of any woodland, able to fly over and scan numerous events occurring on the ground, their varied utterances provide a crucial source of information for many other animals. This paper, written as a philosophic essay, explores avian cognition from a phenomenological standpoint. It then reflects upon the vocalizations of birds—noting the major role that such avian calls, cries, and songs have played in the development of human culture. (shrink)

While a number of classical pragmatists crafted their philosophies in conjunction with a careful study of Hegel's works, others saw their philosophies emerge in antagonism with proponents of Hegel. In this paper, we offer an instance of the latter case. Namely, we show that the impetus for Charles S. Peirce's early articulation and avowal of realism (the claim that some generals are real) was William Torrey Harris's claim that the formal laws of logic lacked universal validity. According to Harris, the (...) leading representative of Hegelism in the United States, the universal validity of the laws of logic rested on a nominalistic metaphysics that a Hegelian-realism showed to be false. In response to this charge, we articulate how Peirce's attempt to prove the universal validity of the laws of logic resulted in avowing a realism that differed from both nominalism and Harris's Hegelian-realism. (shrink)

David Finkel’s opening paragraph in the book’s prologue grabs your attention and sets the tone for the rest of the ride:You could see it in his nervous eyes. You could see it in his shaking hands....

In lieu of an abstract, here is the first paragraph: Paksi and Héder’s Guide to Personal Knowledge (hereafter GPK and Guide) is, as the title suggests, a guide of the most important and original ideas of Michael Polanyi’s book Personal Knowledge: Towards a Post-Critical Philosophy (1958, hereafter PK). Is a guide to Personal Knowledge needed? I think the answer is a resounding “yes” for many new readers. To see why, let’s briefly review two common complaints about PK.

Each year a national day of commemoration of the war dead is celebrated on 11th November in the United Kingdom. Despite public controversy about the nature and purpose of remembrance, there has been no significant discussion of the role schools should play in this event. In this centenary year of the outbreak of the First World War, with the government planning to send groups from every secondary school in Britain to tour the battlefields of the western front over the next (...) four years, the question of how war should be remembered in schools is more pressing than ever. In this bold and rigorous pamphlet, David Aldridge takes a hard look at the reasons usually advanced for involving children and young people in commemorating the war dead, and finds many of them wanting. He critically examines the high profile in schools of charities, like the Royal British Legion, with vested interests in certain kinds of commemoration. And he argues forcefully for a justification of remembrance in schools that requires a major rethink of established rituals and practices. This is a compelling treatment of a topic high on the agenda of teachers and education policy-makers and will be an invaluable resource for anyone involved in planning centenary commemorative events for children and young people. (shrink)