The length of participant information sheets for research and difficulties in their comprehension have been a cause of increasing concern. We aimed to examine the information sheets in research proposals submitted to an Australian HREC in one year, comparing the results with national recommendations and published data. Information sheets in all 86 research submissions were analysed using available software. The work of Flesch was used for Reading Ease or Readability and that of Flesch and Kincaid for the level of education (...) required for comprehension, the Reading Grade Level. The mean length of 86 information sheets was 3110 words; many had more than 5000 words. Using the Flesch scale of 0 to 100, with 0 meaning most difficult and 100 very easy to read, the mean readability level was 47. The mean length of education needed to easily grasp the information was 11.6 years, equivalent to senior secondary school. Information sheets in research projects submitted to an HREC were often too long to be read in a reasonable time and too difficult to be easily understood. Recommended standards for information sheets were infrequently met. (shrink)

Selon le témoignage de von Balthasar lui-même, Henri de Lubac - de même que Goethe, E. Przywara, A. von Speyr et K. Barth - fut une des «étoiles» qui ont guidé sa vie. Son influence fut déterminante pour introduire le jeune jésuite suisse dans l'univers de la théologie, à commencer par les Pères de l'Eglise. L'article montre le profond rapport humain, théologique et spirituel qui existe entre ces deux grands esprits de la théologie du dix-neuvième siècle. Il met en évidence (...) le rapport ininterrompu qui va des années 33-37 à Lyon jusqu'au lien de toute une vie qui unit von Balthasar à son très cher «maître et ami», Henri de Lubac. L'essai met aussi en lumière les points saillants sur lesquels l'influence théologique de de Lubac apparaît plus évidente dans la configuration de la symphonie théologique de von Balthasar. (shrink)

In a series of recent papers, Jonathan Schaffer presents a novel framework for understanding grounding. Metaphysical laws play a central role. In addition, Schaffer argues that, contrary to what many have thought, there is no special 'explanatory gap' between consciousness and the physical world. Instead, explanatory gaps are everywhere. I draw out and criticize the methodology for metaphysics implicit in Schaffer's presentation. In addition, I argue that even if we accept Schaffer's picture, there remains a residual explanatory gap between consciousness (...) and the physical. The residual gap does most of the same philosophical work as the original. Schaffer has introduced a troublesome metaphysical methodology that fails to follow through on its biggest promise: to deflate the explanatory gap. (shrink)

Currently fashionable among critics of enlightenment thought is the charge that Kant's ethics fails to provide an adequate account of character and its formation in moral and political life. G. Felicitas Munzel challenges this reading of Kant's thought, claiming not only that Kant has a very rich notion of moral character, but also that it is a conception of systematic importance for his thought, linking the formal moral with the critical, aesthetic, anthropological, and biological aspects of his philosophy. The first (...) book to focus on character formation in Kant's moral philosophy, it builds on important recent work on Kant's aesthetics and anthropology, and brings these to bear on moral issues. Munzel traces Kant's multifaceted definition of character through the broad range of his writings, and then explores the structure of character, its actual exercise in the world, and its cultivation. An outstanding work of original textual analysis and interpretation, _Kant's Conception of Moral Character_ is a major contribution to Kant studies and moral philosophy in general. (shrink)

According to the ‘conceivability argument’ [1] it’s conceivable that a conscious human being H may have a perfect physical duplicate H* who isn’t conscious, [2] whatever is conceivable is possible, therefore [3] H* may possibly exist. This paper argues that the conceivability argument can’t help in discussion of the ‘mind–body problem’ even if [2] is allowed to be true. This is not because [1] is false, but because we don’t and can’t know enough about the nature of the physical to (...) know whether or not [1] is true. This follows from ‘the silence of physics’—the fact that physics neither does nor can tell us about the intrinsic non-structural nature of the physical, and the consequences of this fact for any adequate account of the meaning of the word ‘physical’. (shrink)

In his target paper, John Welwood tells us that we have to beware of 'spiritual bypassing -- using spiritual ideas and practices to sidestep personal, emotional -- unfinished business--, to shore up a shaky sense of self, or to belittle basic needs, feelings, and develop-mental tasks, all in the name of enlightenment'. It's arguable that there is an equal danger of 'narrative bypassing' -- using the idea of one's life as a narrative to 'sidestep personal, emotional --unfinished business--, to shore (...) up a shaky sense of self -- all in the name of' a good life. (shrink)

Originally published in 1965. This is a textbook of modern deductive logic, designed for beginners but leading further into the heart of the subject than most other books of the kind. The fields covered are the Propositional Calculus, the more elementary parts of the Predicate Calculus, and Syllogistic Logic treated from a modern point of view. In each of the systems discussed the main emphases are on Decision Procedures and Axiomatisation, and the material is presented with as much formal rigour (...) as is compatible with clarity of exposition. The techniques used are not only described but given a theoretical justification. Proofs of Consistency, Completeness and Independence are set out in detail. The fundamental characteristics of the various systems studies, and their relations to each other are established by meta-logical proofs, which are used freely in all sections of the book. Exercises are appended to most of the chapters, and answers are provided. (shrink)

This Is A New Release Of The Original 1910 Edition.

The essence of Baars’ paper is to propose nine functions for consciousness. By way of introducing these functions we are presented with a metaphor of a theatre, in which players act, operators set contexts behind the scenes, an unconscious audience provides specialised capabilities, and, of course, a bright spotlight of attention illuminates whatever is available to consciousness. The value of this metaphor is not entirely clear, with the separate ‘roles’ of the audience and of the operators behind the scenes being (...) particularly difficult to identify. Additionally, there may be a problem with idea that there is some kind of competition between actors who are seeking the spotlight of attention, for this suggests that the components of thought have volitions of their own. These would, indeed, be dangerous thoughts. Rather than attempting an analysis of the metaphor and its potential usefulness, this commentary will consider the nine functions of consciousness that have been proposed. (shrink)

Standard physicalism is repudiated by Susan Schneider on the grounds that the science of physics at physicalism's foundation is individuated by mathematics, revealing that science is abstract rather than concrete. She seeks to remedy the situation for physics, though not for physicalism, with a panprotopsychist variant of panpyschism. Her approach is clever and well-developed, but I believe it suffers from at least two flaws. First, with few exceptions individuation is the wrong tool for the discovery of a thing's nature; second, (...) panpsychism and its proto variant have problems no less worrisome than those attributed to standard physicalism. Moreover, once developed it is questionable whether a surviving panpsychism is distinct from a less troubled emergentism. (shrink)

This critical notice discusses five main themes of Williams's collection: (1) The “morality system” and blame: our ethical thought both misconceives and overemphasizes the practice of blaming. (2) The theorist’s predicament: how can a theorist of human practice coherently relate her theory to her own practice? (3) Psychological realism: a central constraint on a defensible ethical outlook is that it takes account of us as we are. (4) Culture and explanation: there is no culturally neutral form of social explanation. (5) (...) Objectivity and realism: ethical objectivity should be interpreted in a practical vein, dissociating it from realism. (shrink)