A Theory of the Microdynamics of Occurrent Thought presents what is, perhaps, the first comprehensive theory of the microdynamics of occurrent thought to be presented in the psychological, cognitive, and philosophical literatures.

These and other related concerns are crucial in this volume's lively debate over the nature of the missing cognitive link, and whether gorillas, chimps, or...

This book argues that the history and character of modern anthropology has been egregiously distorted to the detriment of this intellectual pursuit and academic discipline. The "critique of anthropology" is a product of the momentous and tormented events of the 1960s when students and some of their elders cried, "Trust no one over thirty!" The Marxist, postmodern, and postcolonial waves that followed took aim at anthropology and the result has been a serious loss of confidence; both the reputation and the (...) practice of anthropology has suffered greatly. The time has come to move past this damaging discourse. Herbert S. Lewis chronicles these developments, and subjects the "critique" to a long overdue interrogation based on wide-ranging knowledge of the field and its history, as well as the application of common sense. The book questions discourses about anthropology and colonialism, anthropologists and history, the problem of "exoticizing 'the Other,'" anthropologists and the Cold War, and more. Written by a master of the profession, In Defense of Anthropology will require consideration by all anthropologists, historians, sociologists of science, and cultural theorists. (shrink)

This volume brings together papers by some of the leading figures working on virtue-theoretic accounts in both ethics and epistemology. A collection of cutting edge articles by leading figures in the field of virtue theory including Guy Axtell, Julia Driver, Antony Duff and Miranda Fricker. The first book to combine papers on both virtue ethics and virtue epistemology. Deals with key topics in recent epistemological and ethical debate.

BOTH Lavoisier and Columbus are universally and deservedly famous, but owing to the divergence between their fields of endeavour and the different periods in which they flourished, it will probably come as something of a surprise to the reader to find their names coupled together. They were thus connected by a French author, Franqois Pagbs (1745-1802), who wrote a collection of imaginary dialogues between well-known public figures of the past as well as of the times in which he lived. Each (...) dialogue illustrates a particular moral aphorism with which it closes. The dialogues of the dead with the maxims they are supposed to set forth are as follows. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

We rely on doctors, accountants, engineers, and other professionals to be committed to the basic values of their professions and to exercise their ex­pertise in competent, reliable ways, even when no one is watching them do their work. That is, we expect them to have professional integrity. Children obviously do not yet have professional integrity, even if someday they will become professionals. Nevertheless, the moral development of children who will become professionals plays an important role in the eventual emergence of (...) their professional integrity. We will discuss both what this integrity involves and how the basic moral development of children contributes to its emergence in professional life. (shrink)

I had the pleasure of meeting Lawrence Kohlberg just two months before his tragic and untimely death. He told me that he had prepared some written comments on my article, "Reciprocity," which appeared in Analytic Teaching, Vol. 4, No. 2. I mentioned an article I had written about his work. We agreed to make an exchange. I jokingly said, "Stage 2. You scratch my back and I'll scratch yours." I sent him my paper, but he did not send his. At (...) first I amused myself with the thought that Lawrence Kohlberg, of all people, had failed to satisfy even stage 2 moral requirements. However, I then learned that he had suffered a recurrance of a debilitating and depressing disease, and I read the sad announcement of his presumed death in the New York Times, as well as its later confirmation. (shrink)

Flying several miles above ground for several thousand miles gives one pause for reflection. "Don't worry about the world coming to an end today, sir," says one of the children in Peanuts. "It's already tomorrow in Australia." Enroute to Taipei, I suspected that travelling halfway around the world to participate in the 3rd International Conference Philosophy for Children would stand me on my head. I was right. I knew before I left that half of today in Taipei is somehow concurrent (...) with half of yesterday in Kalamazoo. So my head was already spinning a bit as my plane traversed time zone after time zone, making today earlier and earlier until, suddenly--it was tomorrow. (shrink)

THE LAND OF CURIOSITY has evolved over the past several years as a result of discussions I have had with groups of 4th, 5th, and 6th graders. It all began many years ago in my daughter's 4th grade class. I wanted the group with whom I met once a week to think about rules. So I wrote a little episode about The Basic Rule. The responses to this episode were used as a basis for another episode, this one dealing with (...) The Golden Rule. Responses to that episode led to yet another one on rules. (shrink)