Thoughts and other mental states are defined by their role in a functional system. Since it is easier to determine when we have knowledge than when reasoning has occurred, Gilbert Harman attempts to answer the latter question by seeing what assumptions about reasoning would best account for when we have knowledge and when not. He describes induction as inference to the best explanation, or more precisely as a modification of beliefs that seeks to minimize change and maximize explanatory coherence. (...) Originally published in 1973. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

This article outlines a semantic approach to the logics of unknown truths, and the logic of false beliefs, using neighborhood structures, giving results on soundness, completeness, and expressivity. Relational semantics for the logics of unknown truths are also addressed, specically the conditions under which sound axiomatizations of these logics might be obtained from their normal counterparts, and the relationship between refexive insensitive logics and logics containing the provability operator as the primary modal operator.

There has been much discussion of the phrase ‘perpetuum… carmen’ and of its relation to Callimachus' rejection of the . Much less has been written about deducite in line 4. However it is, I believe, equally important for the ‘programme’ of Ovid's poem. Deducere is a metaphor frequently applied to poetry in general with the sense of ‘to write, compose something.’ In certain contexts the reference is much more specific and indicates subtle and polished writing of the kind associated with (...) Callimachus. (shrink)

This ambitious and sweeping book presents a powerful argument against moral relativism and in favor of the objectivity of a theory of democratic individuality. Unlike much recent work in this field, the book does not simply adumbrate such a view. Rather, it develops the parallels between various versions of scientific and moral realism, and then reinterprets the history and internal logic of democratic theory, maintaining, for example, that the abolition of slavery represents genuine moral progress. The book also recasts the (...) clashes between Marxist and Weberian, radical and liberal sociologies in the light of these moral claims, and sketches the institutions of a radical democracy. (shrink)

Scholarly correspondence can be as insightful as scholarly work itself, as it often documents the motivating forces of its writers’ intellectual ideas while illuminating their lives more clearly. The more complex the authors’ scholarly works and the more troubled the eras in which they lived, the more substantial, and potentially fascinating, their correspondence. This is especially true of the letters between Alfred Schutz and Eric Voegelin. The scholars lived in incredibly dramatic times and produced profound, complex works that continue to (...) confound academics. The communication between these two giants of the social sciences, as they sent their thoughts to one another, was crucial to the work of both men. _A Friendship That Lasted a Lifetime: The Correspondence between Alfred Schutz and Eric Voegelin _demonstrates that Schutz and Voegelin shared a remarkable friendship: they first met as students in Vienna in the 1920s and found themselves great partners in discussion; years later they were pushed out of Europe by Nazi pressure and went to work at separate American universities. For twenty years they wrote each other, developing their respective scientific works in that dialogue. The letters bear witness to their friendship during the years they spent in exile in the United States, and they document the men’s tentative attempts at formulating the theories of “lifeworld” and “gnosis” associated with Schutz and Voegelin today. The entire collection of 238 letters was printed in German in 2004, but this edited volume is the first to present their correspondence in English and offers a selection of the most important letters—those that contributed to the thinkers’ theoretical discussions and served as background to their most significant thoughts. Editors Gerhard Wagner and Gilbert Weiss do not analyze Schutz’s and Voegelin’s works in light of the correspondence—rather, they present the collection to create a framework for new interpretations. _A Friendship That Lasted a Lifetime_ takes a unique look at two major social scientists. This volume is a valuable resource in the study of Voegelin’s political philosophy and Alfred Schutz’s contribution to American sociology and marks an important addition to the literature on these remarkable men. Showing how scholarly discourse and the dialogue of everyday life can shed light on one another, the book finally presents this correspondence for an American audience and is not to be missed by scholars of philosophy and sociology. (shrink)

La bioéthique est-elle une nouvelle “discipline”? Les comités de bioéthique constituent-ils de nouvelles institutions démocratiques? Y a-t-il une méthodologie bioéthique? Quel contenu pour une bioéthique laïque? Gilbert Hottois examine ces questions à la lumière d’un extrait de texte de Engelhardt, “Le problème des fondements de la bioéthique”.

This essay explores the hypothesis that Plato plays a more significant role in the late philosophy of Nishida Kitarō than is typically acknowledged. As Nishida himself said, both he and Plato attempt to articulate a metaphysics of self-determination. This requires a first principle that cannot be an arbitrary positing of some determination, and thus must be indeterminate. In the case of Nishida this is the “place of nothingness”. Nishida claims that at least some of the inspiration for his notion of (...) nothingness comes from the chōra of Plato’s Timaeus. This paper argues, however, that the “One” of the Parmenides, the Good of the Republic and mind (nous) in the Phaedo and Philebus actually offer closer affinities to Nishida’s notion of self-determining nothingness than does the chōra. The paper also argues that interesting affinities can also be found between Plato’s turning around of the soul (periagoge) and Nishida’s “event” of religious experience, as well as between Platonic eros and Nishida’s notion of love. (shrink)

Developing students’ skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science (...) units and in collaborative strategic reading. The experimental group, the community of inquiry (COI) condition, received training in facilitating a COI in addition to training in the same four inquiry-based science units. This study involved 227 students and 18 teachers in 9 primary schools across Brisbane, Australia. The teachers were randomly allocated by school to one of the two conditions. The study followed the students across years 6 and 7 and students’ discourse during small group activities was recorded, transcribed and coded for verbal inquiry behaviours. In the second year of the study, students in the COI condition demonstrated a significantly higher frequency of procedural and substantive higher-order thinking questions and other inquiry behaviours than those in the comparison condition. Implementing a COI within an inquiry science curriculum develops students’ questioning and science inquiry behaviours and allows teachers to foster inquiry skills predicated by the Australian Science Curriculum. Provision of inquiry science curriculum resources alone is not sufficient to promote the questioning and other verbal inquiry behaviours predicated by the Australian Science Curriculum. (shrink)