The first set in Routledge's new _Critical Reviews_ series focuses on the period from the founding of the _Edinburgh Review_ to the end of the Napoleonic Wars. Exhibiting all the richness that characterises economic writing of the period, the 95 articles collected here include pieces by Brougham, Horner, Southey and James Mill. The subjects addressed include: * international trade * banking and currency questions * the poor laws * the national debt * population Unlike many other recently published collections of (...) economic articles this work includes appropriate explanatory notes and a long introduction placing the anthology within the context of the times. (shrink)

A companion to Charles Darwin's notebooks, 1836-1844 (Cornell U. Pr., 1987). Because Darwin was in the process of formulating his arguments, entries on a single topic might appear in several series of notes at any number of places in various manuscripts. This concordance gathers these citations toge.

In a recent trial in the United States a physician was convicted of manslaughter during the performance of a hysterotomy on a woman pregnant from twenty to twenty eight weeks. Some members of the jury, in their deliberations, were much impressed by seeing a photograph of a fetus of about the same age. The experience apparently provided some jurors with reason to conclude that the fetus which did die during or immediately after the hysterotomy was a human being or a (...) person or, at least, was so like a child that the killing of it was prohibited by the law of homicide. If being a human being is not the same as being a pre-natal progeny of homo sapiens, it is difficult to understand how one could “tell by looking” whether the fetus is a human being. But the sight of a fetus of twenty weeks or longer does, I think, tempt us to think that from a moral standpoint we ought to extend the same treatment to such fetuses, or virtually the same, as we extend to newborn babies and young children. The visual similarities between middle or late stage fetuses and newborn babies is striking. (shrink)

Griffin’s book contributes to the literature of cumulative arguments for God’s existence, revealing the deficiencies of the “God Almighty” of traditional theism (i.e., Gawd) and the strengths of a Whiteheadian process theism (i.e., God). Since the concept of omnipotence is central, it is imperative to note that there are three ideas of divine power in traditional theism, not always carefully parsed by Griffin. Evolutionary theory requires rethinking theism, but, contrary to Griffin, many of the problems posed by the theory are (...) less for belief in Gawd than for fundamentalism. Nevertheless, an interactive dipolar deity fits most naturally with evolutionary thinking to provide a concept of God All-Loving. Griffin is at his best discussing the ground of abstract truths. He does not, however, avail himself of some of the best arguments against traditional theism found in Hartshorne’s work; there is also the question whether Griffin would accept Hartshorne’s idea of the modal coincidence of God’s existence and all possibility and how this would affect his cumulative case. (shrink)

The discussion of whether quantum theory is compatible with the locality idea that no causal influence can act outside the forward light cone has recently been tightly linked to the corresponding question for a much simpler model theory that enjoys all of the pertinent properties of quantum theory but is much easier to fully comprehend. It is shown here that, contrary to recent claims, the model theory is incompatible with the locality idea mentioned above. The logical structure of the argument, (...) which is similar to the one employed for quantum theory, is discussed. (shrink)

The late Richard Paul was arguably the most well-known and influential person in the history of the critical thinking movement. This reflection on and tribute to his work focuses on Paul’s genius in applying his knowledge of important works in the history of philosophy to the development of a robust conception of critical thinking, one that has wide appeal, not only to philosophers, but to faculties across academe. I also discuss the debt so many of us who teach critical thinking (...) owe to his amazing scholarly and organizational skills, e.g., the 36 years of the Conference on Critical Thinking and Educational Reform, his in-service work for hundreds of faculties, his distribution of over one million “Thinkers Guides,” and his successful efforts to make critical thinking the core concept in education. (shrink)