Recent articles in Religious Studies have underscored the questions of whether Buddhism presents any empirical doctrines, and whether, if it does, such doctrines are false or vacuous. In what follows I want to sketch an interpretation of Buddhism according to which it does not offer doctrines which are empirically false, on the one hand, or trivially true on the other. In doing so I take my cue from an earlier, and by now classic, paper by H. H. Price. For the (...) exposition of Buddhism I take the Pali Nikāyas, the single most significant collection of texts in the Buddhist tradition. The particular doctrine which is the focus of discussion here is the kammavāda or ‘karma view’ of early Indian Buddhism, for it is the focus of much of the recent literature cited above and a doctrine which some have thought amenable to statement in empirical terms. (shrink)

Geannoteerde briefwisseling van de twee geleerden over het vraagstuk van de evolutie.

(1978). Sociological perspectives on socialization into a profession: A study of student nurses and their definition of learning. British Journal of Educational Studies: Vol. 26, No. 3, pp. 263-276.

All of Freud's more recent writings extol the virtues of the scientific method. “The Future of an Illusion” ends with the definite suggestion that religious instruction be taken from the list of topics taught every child and that in its place children be taught to interpret reality in terms of natural science. A similar theme runs through “Civilization and its Discontents”; if there be any hope for humanity, it lies in the scientific method. Finally, Freud's “New Introductory Lectures” ends with (...) the following lines—lines which must be very reassuring to many admirers of Freud who have been somewhat discomfited by some of the recent highly speculative passages from his pen. (shrink)

All 24 secondary schools in a West Midlands local education authority were visited and a structured interview was conducted with the head or another senior teacher. An interview schedule was used to record details concerning the rule structure which had been established to control the conduct of the pupils. Information was also gathered about the sanctions and rewards used to maintain this behaviour and from most schools copies of the rules were available. It was found that almost all schools had (...) rule systems that were in written form and that these were made available to staff and students, chiefly through booklets or other material given to pupils when they first enrolled. All schools backed up their rules, whether written or not by a series of sanctions, most of which related to non?conforming behaviour. Some sanctions were applied to poor work but this was usually treated by special provision or special tutoring. Most also used rewards but these tended to be reserved for good performance. There were few cases where good behaviour was found to be rewarded systematically in any way. (shrink)

I begin by listing those manuscripts older than 1100 that have hitherto been known to editors.

…vel quod res omnes timide gelideque ministrat, dilator, † spe longus, iners avidusque futuri, diffcilis, querulus… I agree with Brink, and other editors referred to by him ad loe, that spe longus in Horace's description of the typical old man's character cannot be made to give sense. For earlier attempts at emendation, see Brink's note . Most of those who have tried to emend the passage concentrate on longus, and are reluctant to relinquish spe: this is largely due to the (...) parallel with Aristotle's account of the character of old men in Rhetoric 2. 13. 1389b 13ff., in which they are said to be, among other things it seems to me that this parallel should not be pressed too far. There is much in Aristotle that is not in Horace, and nothing to suggest close and detailed dependence. The parallel can only be relevant if spe longus can be turned into a reasonable Latin equivalent for Otherwise there is no good reason to suppose that spe is any less likely to be corrupt than longus. (shrink)

n the first of his three magisterial articles on the Agamemnon H. L. Ahrens showed that all the evidence then available best fitted the conclusion that τται derived from τνω and not from τω. Subsequently Ed. Fraenkel in his own note on the word reviewed and supplemented the evidence gathered by Ahrens, and expressed the view that Ahrens' ‘discussion, details apart, is final’; and there seems to be widespread agreement that on the linguistic side at least Ahrens' argument cannot be (...) refuted. If this means anything, it means that the sense of the word cannot be ‘unhonoured’ or ‘dishonoured’. Yet Denniston–Page in their commentary say that ‘”unhonoured” seems the only possible sense here’, and R. Fagles' recent translation, which generally rests on sound scholarship as well as poetic gifts, has ‘dishonored’. The principal reason for this persistent disagreement seems to be that the sense proposed by Ahrens for τται has been thought to have rather less plausibility than the linguistic considerations that appear to lead to it. (shrink)