Leading scholars address Heidegger’s 1924 lecture course, “Basic Concepts of Aristotelian Philosophy.”.

Responsible citizens are expected to combine ethical judgement with judiciously exercised social activism to preserve the moral foundation of democratic society and prevent political injustice. But do they? Utilizing a research model integrating insights from rational choice theory and cognitive developmental psychology this book carefully explores three exemplary cases of morally inspired activism: Jewish rescue in wartime Europe, abortion politics in the United States, and peace and settler activism in Israel. From all three analyses a single conclusion emerges: the most (...) politically competent individuals are, most often, the least morally competent. This is the central paradox of political morality. These findings cast doubt on strong models of political morality characterized by enlightened moral reasoning and concerted political action while affirming alternative weak models that fuse activism with sectarian moral interests. They provide empirical support to further upend the liberal vision of democratic character, education, and society. (shrink)

A reading of a sample of taxonomical papers leads to the conclusion that new species identification is both taxonomically plausible and philosophically incoherent. As a result, taxonomy becomes a science that apparently violates a necessary condition of its rationality. It is this apparent violation that is the focus of the philosophical debate, a debate whose goal for taxonomy is theoretical coherence at a global level. In this paper, I assess the appropriateness of this goal.

Writing about the intellectual development of a philosopher is a delicate business. My own endeavor to reinterpret the influence of Hegel on Dewey troubles some scholars because, they believe, I make Dewey seem less original.1 But if, like Dewey, we overcome Cartesian dualism, placing the development of the self firmly within a complex matrix of social processes, we are forced to reexamine, without necessarily surrendering, the notion of individual originality, or what Neil Gross calls “discourse[s] of creative genius.”2 To (...) use a mundane example, I can recall several conversations with Dewey scholars about his dislike for his home state of Vermont, all of which revolved around personal reasons he may.. (shrink)

Preface 9 PART I: RELIGIOUS, SCIENTIFIC, AND PHILOSOPHICAL BACKGROUND Introduction to Part I 19 1. The Bible 27 2. Natural Theology 33 William Paley 3. On the Origin of Species 38 Charles Darwin 4. Objections to Mr. Darwin’s Theory of the Origin of Species 65 Adam Sedgwick 5. The Origin of Species 73 Thomas H. Huxley 6. What Is Darwinism? 82 Charles Hodge 7. Darwinism as a Metaphysical Research Program 105 Karl Popper 8. Karl Popper’s Philosophy of Biology 116 Michael (...) Ruse 9. Human Nature: One Evolutionist’s View 136 Francisco Ayala 10. Universal Darwinism 158 Richard Dawkins PART II: CREATION SCIENCE AND THE McLEAN CASE Introduction to Part II 187 11. The Creationists 192 Ronald L. Numbers 12. Creation, Evolution, and the Historical Evidence 231 Duane T. Gish 13. Witness Testimony Sheet: McLean v. Arkansas Board of Education 253 Michael Ruse 14. United States District Court Opinion: McLean v. Arkansas Board of Education 279 Judge William R. Overton 15. The Demise of the Demarcation Problem 312 Larry Laudan 16. Science at the BarùCauses for Concern 331 Larry Laudan 17. Pro Judice 337 Michael Ruse 18. More on Creationism 345 Larry Laudan 19. Commentary: Philosophers at the BarùSome Reasons for Restraint 350 Barry R. Gross PART III: INTELLIGENT DESIGN CREATIONISM AND THE KITZMILLER CASE Introduction to Part III 369 20. But Isn’t It Creationism? The Beginnings of "Intelligent Design" in the Midst of the Arkansas and Louisiana Litigation 377 Nick Matzke 21. What Is Darwinism? 414 Phillip E. Johnson 22. Is It Science Yet? Intelligent Design, Creationism, and the Constitution 426 Matthew Brauer, Barbara Forrest, and Steven G. Gey 23. Kitzmiller v. Dover Area School District Expert Witness Testimony 434 Michael Behe 24. Kitzmiller v. Dover Area School District Expert Report 456 Robert T. Pennock 25. A Step toward the Legalization of Science Studies 485 Steve Fuller 26. What Is Wrong with Intelligent Design? 495 Elliott Sober 27. United States District Court Memorandum Opinion: Kitzmiller, et al. v. Dover Area School District, et al. 506 Judge John E. Jones II 28. Can’t Philosophers Tell the Difference between Science and Religion? Demarcation Revisited 536 Robert T. Pennock. (shrink)

Draws upon Taoist wisdom and photographic artistry to provide insight into creativity, spirituality, and awareness training, with black-and-white photographs, passages from ancient Taoist writings, and practical exercises to explain the fundamentals of Taoist photography.

Joseph Agassi is known primarily among fellow academics as an exemplary historian and philosopher of science; an ardent critic and disciple of Karl Popper; a critical admirer of the work of Michael Polanyi; and a Socratic fly with the “sting of a bee” for all those who wear the intellectual fashions of the day. To most of Agassi’s students he is known primarily as an exemplary model of the Socratic teacher. The question of most urgency for educators today who care (...) about the intellectual development of students is: How do we make ready our educational institutions for more Socratic teachers? The philosophical or theoretical question is: Why do we want Socratic teachers? In outline, of the many of Agassi’s educational essays selected for this book, Agassi answers those questions: authoritarianism (or anti-democracy) blocks the democratic reform of educational institutions where Socratic teachers and students could find a safe haven; and, Socratic teaching is the main anti-dote to authoritarianism. The removal of authoritarianism from education also removes the hazard that education has become to students; to their happiness, creativity, and dignity as autonomous individuals. See Less Copyright Year: 2014 E-Book (PDF) Availability: Published ISBN: 978-94-6209-626-4 Publication date: 01 Jan 2014 Hardback Availability: Published ISBN: 978-94-6209-624-0 Publication date: 01 Jan 2014 Paperback Availability: Published ISBN: 978-94-6209-623-3 Publication date: 01 Jan 2014 Login via Institution Prices from (excl. shipping): -/- $56.00 -/- ​ Available formats Add to Cart View PDF Flyer Get Permissions. (shrink)

In 2006, a WHO survey found evidence of a substantial increase in patient-led litigation against health authorities and funders over access to medicines around the world. New Zealanders have seldom litigated denials of access to health care. Part of the explanation lies in the fact that New Zealand has a legislated patients' "bill of rights", with enforcement through a complaints mechanism. Although the separate regime does not afford patients substantive legal protection in respect of complaints about lack of access to (...) care, this form of alternative, low-level resolution of health care disputes does condition disgruntled patients not to turn to the courts for legal redress in relation to their rights. But given the increasing need for prioritization arising from serious concern about the sustainability of the public health system, as well as a trend towards greater explicitness when it occurs, increased disappointment on behalf of patients and the public when care is denied or limited seems inevitable. This may well translate into increased patient-led litigation against health boards and funders. Part 1 provides an overview of the New Zealand health system, with a focus on the points at which resource allocation decisions are made, the identity of the decision-maker, and the methods by which priority-setting occurs. Part 1.1 describes inequalities between population groups in New Zealand, both in health outcomes and in access to health care. Part 2 describes the legal framework surrounding the health and disability sector, and discusses the lack of legislated rights to health and the limited right of access to health care in legislation, despite the existence of a legally enforceable Code of Health and Disability Services Consumers' Rights. (shrink)

In their important book, Causation in the Law, H. L. A. Hart and Tony Honore argue that causation in the law is based on causation outside the law, that the causal principles the courts rely on to determine legal responsibility are based on distinctions exercised in ordinary causal judgments. A distinction that particularly concerns them is one that divides factors that are necessary or sine qua non for an effect into those that count as causes for purposes of legal responsibility (...) and those that do not. Hart and Honore claim that this distinction is often one of fact rather than of legal policy, and that the factual basis is to be found in the ordinary distinction we draw between causes and 'mere conditions'. If this claim is correct, we may hope to illuminate the legal distinction by articulating the principles behind the ordinary one. This is a challenging task since, as in the case of most cognitive skills, we are far better at making particular judgments than we are at stating the general principles that underlie them. Hart and Honore devote the first part of their book to this difficult task. We have, then, two large projects. One is to articulate our ordinary notion of causation, especially the distinction between cause and mere condition. This is the project of constructing an 'ordinary model'. The other is to argue for what we may call the 'shared concept claim', the claim that the concept of legal cause is based on the ordinary notion of causation, that 'causal judgments, though the law may have to systematize them, are not specifically legal. They appeal to a notion which is part of everyday life' (1985, p. lv; all references to follow are from this edition). This essay will focus on Hart and Honore's ordinary model, rather than on their shared concept claim. In my judgment, Hart and Honore's case for some version of the shared concept claim is strong, so they are right to maintain that a better understanding of our ordinary notion of.. (shrink)

By studying the new perspectives offered on Paul, this article proposes to revise some of them emphasizing Jewish information on the Torah, rescuing to the great Greek-Roman theologian native of Tarsus, how much there is of Judaism on Paul, overcoming a forensic unilateral view to understand his thoughts about the Torah. The Torah is good, holy and leads to the Christ!

I do not want to be misunderstood as saying that the cultural situation I describe here caused Reagan, or that it typifies Reaganism, or that everything about it can be ascribed or referred back to the personality of Ronald Reagan. What I argue is that a particular situation within the field we call "criticism" is not merely related to but is an integral part of the currents of thought and practice that play a role within the Reagan era. Moreover, (...) I think, "criticism" and the traditional academic humanities have gone through a series of developments over time whose beneficiary and culmination is Reaganism. Those are the gross claims that I make for my argument.A number of miscellaneous points need to be made here. I am fully aware that any effort to characterize the present cultural moment is very likely to seem quixotic at best, unprofessional at worst. But that, I submit, is an aspect of the present cultural moment, in which the social and historical setting of critical activity is a totality felt to be benign , uncharacterizable as a whole and somehow outside history. Thus it seems to me that one thing to be tried–out of sheer critical obstinacy–is precisely that kind of generalization, that kind of political portrayal, that kind of overview condemned by the present dominant culture to appear inappropriate and doomed from the start.It is my conviction that culture works very effectively to make invisible and even "impossible" the actual affiliations that exist between the world of ideas and scholarship on the one hand, and the world of brute politics, corporate and state power, and military force, on the other. The cult of expertise and professionalism, for example, has so restricted our scope of vision that a positive doctrine of noninterference among fields has set in. This doctrine has it that the general public is best left ignorant, and the most crucial policy questions affecting human existence are best left to "experts," specialists who talk about their specialty only, and–to use the word first given wide social approbation by Walter Lippman in Public Opinion and The Phantom Public–"insiders," people who are endowed with the special privilege of knowing how things really work and, more important, of being close to power1.1. See Ronald Steel, Walter Lippmann and the American Century , pp. 180-85 and 212-6. (shrink)

In an excellent work on the American legal system, John C. Anderson holds modern legal theory as largely to blame for the gross injustices that he claims commonly occur. Anderson begins by listing a number of examples of legal injustices and then spends the rest of the book explaining why misguided legal theory is to blame. His critique begins with the most representative and influential of twentieth-century legal theorists, Ronald Dworkin, then moves back to Kant, whom he holds (...) to be the intellectual forefather of the errors of modern legal theory. The fourth chapter attempts to rehabilitate Aristotle’s theory of natural justice and the book ends with a series of proposals for correcting the legal system. (shrink)

The Minos is one of thirty-five dialogues that ancient editors and commentators regarded as one of the authentic works of Plato. Although it is now regarded as spurious, in both the classical and modern eras, the Minos was treated as a suitable problematic introduction to Plato's Laws. The co-authors (Houlgate and Hathaway) believe that it is still an excellent introduction to the Laws. It has philosophical significance whether or not it is authentic. It is the philosophical significance that is discussed (...) in this article. (shrink)

Military Medical Ethics for the 21st Century is the first full length, broad-based treatment of this important subject. Written by an international team of practitioners and academics, this book provides interdisciplinary insights into the major issues facing military-medical decision makers and critically examines the tensions and dilemmas inherent in the military and medical professions. In this book the authors explore the practice of battlefield bioethics, medical neutrality and treatment of the wounded, enhancement technologies for war fighters, the potential risks of (...) dual-use biotechnologies, patient rights for active duty personnel, military medical research and military medical ethics education in the 21st Century. (shrink)

This book addresses the most important questions asked about higher education: What should its content be? What should we educate for, and why? What constitutes a meaningful liberal education, as distinct from mere training for a vocation? These and many other questions are addressed by Reuben Abel, M.H. Abrams, Robert L. Bartley, Ronald Berman, Also S. Bernardo, Wm. Theodore deBary, Gray Dorsey, Joseph Dunner, Nathan Glazer, Feliks Gross, Gertrude Himmelfarb, Gerald Holton, Sidney Hook, Charles Issawi, Montimer R. Kadish, (...) Paul Oscar Krissteller, paul Kurtz, Herbert I. London, Ernest Nagel, Henry R. Novotny, Frederick A. Olafson, Michael Rabin, Howard B. Radest, Joseph J. Schwab, Robert F. Sexton, Thomas Sowell, John B. Stephenson, and Miro M. Todorovich. (shrink)

This edited collection examines the intersections between career guidance, social justice and neo-liberalism. Contributors offer an original and global discussion of the role of career guidance in the struggle for social justice and evaluate the field from a diverse range of theoretical positions. Through a series of chapters that positions career guidance within a neoliberal context and presents theories to inform an emancipatory direction for the field, this book raises questions, offers resources and provides some glimpses of an alternative future (...) for work. Drawing on education, sociology, and political science, this book addresses the theoretical basis of career guidance's involvement in social justice as well as the methodological consequences in relation to career guidance research. (shrink)