Perspectives on teaching values and applied ethics in tertiary level education with an emphasis on the importance of bridging the gap between moral philosophy ...

In challenging the prevailing paradigm for understanding how the human mind works, Patterns, Thinking, and Cognition is certain to stimulate fruitful debate.

While not paramount among Kant scholars, issues in the philosophy of mathematics have maintained a position of importance in writings about Kant’s philosophy, and recent years have witnessed a rejuvenation of interest and real progress in interpreting his views on the nature of mathematics. My hope here is to contribute to this recent progress by expanding upon the general tacks taken by Jaakko Hintikka concerning Kant’s writings on geometry.Let me begin by making a vile suggestion: Kant did not have a (...) philosophy of mathematics. When Kant was writing about mathematics, essentially he was reporting the views of others. The texts provide sufficient evidence to make this suggestion plausible. Generally, when Kant writes about mathematics in his mature works, he does so in order to illustrate or argue for a philosophical point. There are important references to mathematical method in the preface to the 1787 edition of Critique of Pure Reason; however, Kant’s purpose is to describe those basic features of a method that he intended to incorporate in his theory of philosophical method: ‘our new method of thought, namely, that we can know a priori of things only what we ourselves put into them.’ Indeed, Kant makes it clear in this preface that he thought there to be no extant problems to be solved in mathematical methodology; such was the state of the science, he thought. It was for this reason that Kant felt some confidence in borrowing from this method to improve the state of metaphysics; it is also for this reason that one should not expect to find Kant engaging in basic research in mathematical methodology. Similarly, the material on syntheticity added to the second edition Introduction to Critique of Pure Reason occurs in the context of a discussion of the syntheticity of metaphysical principles; that the propositions of both disciplines are synthetic a priori lends credence to the extrapolation of some features from the mathematical method for use in developing a metaphysics. Many writers find a philosophy of mathematics in the ‘Transcendental Aesthetic’; it is clear, however, that in this section his concern is to support his theory of the nature of space, time, and sensation. What is said about geometry, for example, is restricted to those of its features relevant to the subjectivity of space. The other major discussion of mathematics and its method is found in the section, ‘Doctrine of Method.’ Here we find Kant’s fullest account of the mathematical method and of constructions. It must be borne in mind, though, that his purpose is to argue against views that the proper methods of mathematics and metaphysics are identical, that the disciplines differ in subject matter alone. The result of the discussion is not a theory of mathematical method, but an account of the method proper to the philosopher.2 Kant simply is mentioning certain features of mathematical method sufficient to support the claim that the philosopher cannot incorporate it lock, stock, and barrel.’ In short, we do not find a systematic theory of mathematics or its method described by Kant in the first Critique, nor do we find discussions of mathematics other than in contexts where philosophical positions are being developed. This holds for Kant’s other works, too. (shrink)

Kendler addresses three basic and interrelated questions that face all psychologists: What is the subject matter of psychology? What are the criteria for understanding psychological events? What ethical principles underlie the use of psychological knowledge? "[The book's] structure.... only hints at the literate and responsible handling of these current issues.... [it] would be enjoyable to use in teaching." --Psychological Report.

The first in a series that collects the "Sermon Series" by renowned African American theologian Howard Thurman, this volume on "Man and the Moral Struggle" and "The Message of the Prophets.".

Although the physician’s use and misuse of power have been discussed in the social sciences and in literature, they have never been explored in medical ethics until now. In this book, Dr. Howard Brody argues that the central task is not to reduce the physician’s power, as others have suggested, but to develop guidelines for its use, so that the doctor shares with the patient both information and the responsibility for deciding on appropriate treatment. Dr. Brody first reviews literary (...) works dealing with medical power, from Dostoevsky’s “The Grand Inquisitor” to stories by William Carlos Williams, Vonda McIntyre, and Richard Selzer. These works, he shows, reveal the healers’ ambivalence over their own powers and patients’ fears of the abuse of power. Dr. Brody then points out important but neglected ethical issues that emerge from an analysis of power, such as the tension between care of individual patients and the pressures of the doctor’s workload; the rescue fantasy that impels some physicians to extraordinary lengths to save a life; and the economic system, which rewards surgeons and other specialists more than it does physicians who spend time talking with patients about their problems. He also shows how the perspective of shared power can shed new light on standard topics in medical ethics—from informed consent and confidentiality to resource allocation and cost containment. (shrink)

Journal of Political Philosophy, EarlyView.

When I was a student, reigning opinion held that Newton, although unquestionably in the foremost rank of the great among scientists, was a shallow and unoriginal philosopher. In a work whose reputation at that time was high, E. A. Burtt put it thus: “In scientific discovery and formulation Newton was a marvelous genius; as a philosopher he was uncritical, sketchy, inconsistent, even second rate.”.

The publication in 1807 of Georg Wilhelm Frederich Hegel's Phanomenologie des Geistes (translated alternately as "Phenomenology of Mind" or "Phenomenology of Spirit") marked the beginning of the modern era in philosophy. Hegel's remarkable insights formed the basis for what eventually became the Existentialist movement. Yet the Phenomenology remains one of the most difficult and forbidding works in the canon of philosophical literature.

This article examines how discussions around the new interdisciplinary research area combining neuroscience and education have brought into sharp relief differences in the philosophies of learning in these two areas. It considers the difficulties faced by those working at the interface between these two areas and, in particular, it focuses on the challenge of avoiding 'non-sense' when attempting to include the brain in educational argument. The paper relates common transgressions in sense-making with dualist and monist notions of the mind-brain relationship. (...) It then extends a brain-mind-behaviour model from cognitive neuroscience to include a greater emphasis on social interaction and construction. This creates a tool for examining the potentially complex interrelationships between the different learning philosophies in this emerging new field. (shrink)

...argues that Humanism has its roots both in the Enlightenment and in Transcendentalism, and explores Humanism as both a public and a personal philosophy.

Computational models of semantic memory exploit information about co-occurrences of words in naturally occurring text to extract information about the meaning of the words that are present in the language. Such models implicitly specify a representation of temporal context. Depending on the model, words are said to have occurred in the same context if they are presented within a moving window, within the same sentence, or within the same document. The temporal context model (TCM), which specifies a particular definition of (...) temporal context, has proved useful in the study of episodic memory. The predictive temporal context model (pTCM) uses the same definition of temporal context to generate semantic memory representations. Taken together pTCM and TCM may prove to be part of a general model of declarative memory. (shrink)

Ramism was the most innovative and disruptive educational reform movement to sweep through the international Protestant world in the latter sixteenth and early seventeenth centuries. During the 1620s, the Thirty Years' War destroyed the network of central European academies and universities which had generated most of this innovation. Students and teachers, fleeing the conflict in all directions, transplanted that tradition into many different geographical and cultural contexts in which it bore are wide variety of interrelated fruit. Within the Dutch Republic, (...) post-Ramist method played a crucial role in the rapid assimilation of Cartesianism into a network of thriving young academies and universities. From England to east-central Europe, the tradition was no less important in accelerating the reception of Baconianism. In the easternmost outpost of the Reformed world in Transylvania, the displaced tradition generated a final flourishing of philosophical innovation which exercised a formative influence on the young Leibniz. The failure of all of these efforts to assemble the fruits of this tradition into an encyclopaedic synthesis marks a major watershed in Western intellectual history. The Reformation of Common Learning brings together all of these aspects of the tradition in a manner which roots them in deeper historical developments and relates a series of far-flung and poorly understood developments together in new ways. (shrink)

Her importance seems to hinge on the fact that she is both a symbol and a historical reality.

Creativity is a popular but heterogeneous word in educational parlance these days. By looking at a selection of recent discourses that refer to creativity to sustain their positions, the paper suggests that two key themes emerge, both with questionable assumptions. Romantic individualists would return us to a naïve bygone age of authentic self-expression, while politicians and economists would use the term instrumentally by binding it to the future needs of the workforce without questioning substantive issues. Cultural theories of creativity indicate (...) pathways out. (shrink)

This is an accessible and practical introduction to formal semantics for students new to the subject. Features: * Shows how meanings are built up and interrelated * Provides a progression of exercises with answers at the back of the book * Backs up activities with short, clear explanations * Includes a glossary of technical terms and an appendix on sets and functions.