The Human Psyche is an in-depth exploration of dualist-interactionism, a concept Sir John Eccles developed with Sir Karl Popper in the context of a wide...

In his recent book Against Liberalism, philosopher John Kekes argued that liberalism as a political system is doomed to failure by its internal inconsistencies. In this companion volume, he makes a compelling case for conservatism as the best alternative. His is the first systematic description and defense of the basic assumptions underlying conservative thought. Conservatism, Kekes maintains, is concerned with the political arrangements that enable members of a society to live good lives. These political arrangements are based on skepticism (...) about ideologies, pluralism about values, traditionalism about institutions, and pessimism about human perfectibility. The political morality of conservatism requires the protection of universal conditions of all good lives, social conditions that vary with societies, and individual conditions that reflect differences in character and circumstance. Good lives, according to Kekes, depend equally on pursuing possibilities that these conditions establish and on setting limits to their violations. Attempts to make political arrangements reflect these basic tenets of conservatism are unavoidably imperfect. Kekes concludes, however, that they represent a better hope for the future than any other possibility. (shrink)

Can we give a uniform account of reasons in the three spheres of action, belief, and sentiment? Are reasons in these three spheres genuinely distinct, or are they in some way reducible to less than three? What kind of knowledge do we have of reasons – and what is it that we know? Some basic problems in philosophy depend on our answers to these questions.

This paper criticizes the traditional philosophical account of the quantization of gauge theories and offers an alternative. On the received view, gauge theories resist quantization because they feature distinct mathematical representatives of the same physical state of affairs. This resistance is overcome by a sequence of ad hoc modifications, justified in part by reference to semiclassical electrodynamics. Among other things, these modifications introduce "ghosts": particles with unphysical properties which do not appear in asymptotic states and which are said to be (...) purely a notational convenience. I argue that this sequence of modifications is unjustified and inadequate, making it a poor basis for the interpretation of ghosts. I then argue that gauge theories can be quantized by the same method as any other theory. On this account, ghosts are not purely notation: they are coordinates on the classical configuration space of the theory—specifically, on its gauge structure. This interpretation does not fall prey to the standard philosophical arguments against the significance of ghosts, due to Weingard. Weingard’s argumentative strategy, properly applied, in fact tells in favor of ghosts’ physical significance. (shrink)

Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.This paper claims that it is possible to (...) construct a view of educational research as a form of rational and disciplined inquiry that does not depend on any underpinning spectator theory of knowledge. Nor, the paper claims, does it imply any underpinning foundational principles of rational action and choice. Rather it implies a form of disciplined conversation in which reasons for action are scrutinised, critiqued and modified without resort to foundational principles of rationality. Drawing particularly on the work of John Dewey, Richard Rorty and Amartya Sen, the paper casts educational research as a practical science—a form of action research—that is underpinned by a democratic conception of rationality. In doing so, it contrasts educational research, shaped by a pragmatic theory of knowledge, with research on education that is shaped by a spectator theory. (shrink)

This Element is an exposition of second- and higher-order logic and type theory. It begins with a presentation of the syntax and semantics of classical second-order logic, pointing up the contrasts with first-order logic. This leads to a discussion of higher-order logic based on the concept of a type. The second Section contains an account of the origins and nature of type theory, and its relationship to set theory. Section 3 introduces Local Set Theory, an important form of type theory (...) based on intuitionistic logic. In Section 4 number of contemporary forms of type theory are described, all of which are based on the so-called 'doctrine of propositions as types'. We conclude with an Appendix in which the semantics for Local Set Theory - based on category theory - is outlined. (shrink)

The objection that Einstein's principle of general covariance is not a relativity principle and has no physical content is reviewed. The principal escapes offered for Einstein's viewpoint are evaluated.

John Wilson; The Teaching Profession: a case of self-mutilation, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 245–250, https://doi.

Several philosophers have recently challenged cognitivism, i.e., the view that moral judgments are beliefs, by arguing that moral judgments are evidence non-responsive in a way that beliefs are not. If you believe that P, but acquire (sufficiently strong) evidence against P, you will give up your belief that P. This does not seem true for moral judgments. Some subjects maintain their moral judgments despite believing that there is (sufficiently strong) evidence against the moral judgments. This suggests that there is a (...) mismatch between moral judgments and beliefs. This is an interesting argument. In particular, it forces the cognitivist to be more explicit about the nature of belief and the sense in which moral judgments are responsive to evidence. This paper has two aims. First, it aims to systematically examine different versions of the argument from evidence non-responsiveness. Second, it aims to outline a more nuanced understanding of the sense in which beliefs are evidence responsive that explains why the extant versions of the argument do not constitute a challenge to cognitivism. (shrink)

In Empiricism and the Philosophy of Mind Sellars introduces the image of the space of reasons, and delineates a non-traditional empiricism, uncontaminated by the Myth of the Given. Brandom takes Sellars’s drift to be against empiricism as such, against the very idea that something deserving to be called “experience” could be relevant to the acquisition of empirical knowledge in any way except merely causally. In this paper I attack Brandom’s idea that we anyway need a concession to externalism for non-inferential (...) knowledge and suggest that in the space of reasons Sellars’s, the experience play a more than merely causal role in a fully internalist epistemology of observation. (shrink)

Hermann Weyl, one of the twentieth century's greatest mathematicians, was unusual in possessing acute literary and philosophical sensibilities—sensibilities to which he gave full expression in his writings. In this paper I use quotations from these writings to provide a sketch of Weyl's philosophical orientation, following which I attempt to elucidate his views on the mathematical continuum, bringing out the central role he assigned to intuition.

Abstract The last two decades have witnessed a vast expansion in research and writing on the sociology of the body and on issues of embodiment. Indeed, both sociology in general and the sociology of sport specifically have well heeded the long-standing and vociferous calls ‘to bring the body back in’ to social theory. It seems particularly curious therefore that the sociology of sport has to-date addressed this primarily at a certain abstract, theoretical level, with relatively few accounts to be found (...) that are truly grounded in the corporeal realities of the lived sporting body; a ‘carnal sociology’ of sport, to borrow Crossley’s (1995) expression. To portray and understand more fully this kind of embodied perspective, it is argued, demands engaging with the phenomenology of the body, and this article seeks to contribute to a small but growing literature providing this particular form of ‘embodied’ analysis of the body in sport. Here we identify some useful intellectual resources for developing a phenomenology of sporting experience, specifically its sensory elements, and also subsequently examine the potential for its evocative portrayal and effective analysis via different kinds of textual forms. (shrink)

This paper takes meals, rather than food itself, as its focus. Meals incorporate the project of nutrition into human life, but it is a contingent matter that we nourish ourselves in this way. This paper defends the importance of meals as meaning-makers and contrasts them with art in that regard. Meals and art represent interestingly different extremes with respect to how needs for meaning are met. Artworks ask for coordination of experience, understanding and appreciation: the meaning of art is to (...) be experienced. The meaning of meals is enacted and accumulates collectively, but need not be experienced. (shrink)

Background: A growing literature has raised—skeptically—the question of whether cutting-edge scientific research can identify and address broader ethical and policy considerations in real time. In genomics, the question is: Can ELSI contribute to genomics in real time, or will it be relegated to its historical role of after-the-fact outsider critique? We address this question against the background of a genomic screening project where we participated as embedded, real-time ELSI researchers and observers, from its initial design through its conclusion.Methods: As part (...) of the ELSI study design, the project included an ongoing reflexive ethnography in which the authors studied the process of its design and implementation. The authors were true participant observers, serving as members of various task-oriented groups while recording meetings and other events for ongoing qualitative analysis. We also conducted and analyzed interviews of multiple participants at the conclusion of the project.Results: Our real-time ELSI initiative had a mixed record of successes and challenges. If we define success as ELSI researchers having had an opportunity to participate fully in the project and to make the ELSI perspective heard, then our assessment is largely positive. If, however, we define successes as instances where real-time ELSI contributions changed the direction of the genomic or public health aspects of the GeneScreen project or, after careful deliberation, confirmed the appropriateness of the status quo, then we can identify only a few examples. While we had a seat at the table, we were, for the most part, tolerated guests.Conclusions: We conclude that there are significant barriers to real-time ELSI influence. The difficulty does not reside in any intended exclusion of an ELSI perspective, but in factors endemic to genomic research, including knowledge disparities, epistemological biases, and the pressures of time and money. (shrink)

This special issue grew out of a small conference The Known & the Unknown: Exploring Twelfth-Century Philosophy, which was funded by the Carlsberg Foundation, hosted by the Saxo Institute, and held at the University of Copenhagen in April 2018. Its central topic was the many, mostly unexplored, commentaries on Aristotle, Boethius, and Porphyry that constitute the key textual evidence for a fascinating phenomenon that, although it played a pivotal role in the philosophical revival of Western Europe, remains frustratingly underexplored to (...) this day: the logical schools of the twelfth century. The present introduction has two parts. In the first part, John Marenbon lays out the background to this special issue of Vivarium as a whole, explaining both what the philosophical project pursued by twelfth-century logicians was and how, and how far, the historical project of understanding it has progressed over the last two hundred years. In the second part, Heine Hansen briefly presents the issue and its contents. (shrink)

Why does democracy—as a word and as an idea—loom so large in the political imagination, though it has so often been misused and misunderstood? Setting the People Free starts by tracing the roots of democracy from an improvised remedy for a local Greek difficulty 2,500 years ago, through its near extinction, to its rebirth amid the struggles of the French Revolution. Celebrated political theorist John Dunn then charts the slow but insistent metamorphosis of democracy over the next 150 years (...) and its apparently overwhelming triumph since 1945. He examines the differences and the extraordinary continuities that modern democratic states share with their Greek antecedents and explains why democracy evokes intellectual and moral scorn for some, and vital allegiance from others. Now with a new preface and conclusion that ground this landmark work firmly in the present, Setting the People Free is a unique and brilliant account of an extraordinary idea. (shrink)

John White; The Problem of Self-interest: the educator’s perspective, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 163–175, https.

The paper argues that nationality and national sentiment have been, until fairly recently, neglected topics in liberal, as distinct from conservative, political and educational philosophy. It claims that the promotion of national sentiment as an educational aim is not incompatible with liberalism, and may indeed be desirable for reasons of personal and cultural identity as well as for redistributive reasons. It then explores a remodelled conception of British nationality in particular; and finally looks at curricular implications.

Sometimes Blumenthal-Barby et al. (2022) discuss the philosopher’s contribution to bioethics as a largely theoretical or apriori one that arrives from out of the blue—like Parfit’s identity theory—...

In the exchange paradox, two players receive envelopes containing different amounts of money. The assignment of the amounts ensures each player has the same probability of receiving each possible amount. Nonetheless, for each specific amount a player may find in his envelope, there is a positive expectation of gain if the player swaps envelopes with the other player, in apparent contradiction with the symmetry of the game. I consider a variant form of the paradox that avoids problems with improper probabilities (...) and I argue that in it these expectations give no grounds for a decision to swap since that decision must be based on a summation of all the expectations. But this sum yields a non‐convergent series that has no meaningful value. The conflicting recommendations – that it is to one or the other player's advantage to swap – arise from different ways of grouping terms in the sum that yield an illusion of convergence. I describe a generalized exchange paradox, explore some of its properties and display another example. (shrink)

John Carroll; Authority and the Teacher, Journal of Philosophy of Education, Volume 13, Issue 1, 30 May 2006, Pages 133–140, https://doi.org/10.1111/j.1467-9752.

An article by John Dillon ardues that the Platonism that Plotinus inherits – setting aside Ammonius Saccas, of whom we know all too little – is by the later second century distinctly dualist in tendency, and is able, especially in the case of Plutarch, to quote Plato to its purpose. Plato himself, though, as the author maintains, is, despite appearances to the contrary, what one might term a ‘modified monist’. That is to say, he fully recognizes the degree of (...) imperfection and evil in the world, and holds it to be ineradicable, but he does not in the last resort believe in a positive countervailing force to the Good or the One. What we have is simply a negative force, whether Indefinite Dyad, disorderly World-Soul, or Receptacle, which is an inevitable condition of their being a world at all, but which, as a side-effect of introducing diversity, generates various sorts of imperfection. It is this scenario that justifies his follower Hermodorus in declaring that Plato recognizes only a single first principle, and it to this sort of monism – if anything, in a more pronounced form – that Plotinus returns. (shrink)

The increasingly pervasive practice of veiling among Muslim women has stimulated a great deal of scholarly investigation and debate. This study brings empirical evidence to bear on current debates about the meaning of the veil in Islam. This article first examines the conflicting meanings of the veil among Muslim religious elites and Islamic feminists. Although the dominant gender discourse among Muslim elites strongly favors this cultural practice, an antiveiling discourse promulgated by Islamic feminists has gained ground within recent years. This (...) study then examines how these discursive disputes affect gender identity negotiation among veiled and unveiled Muslim women living in Austin, Texas. Interviews with these women highlight how their gender identities reproduce and reformulate existing Muslim gender discourses. Special attention is paid to the subjective disparities and points of congruence between both groups of respondents. This study concludes by suggesting avenues for future research on the intersection of gender, religion, and cultural difference. (shrink)

Clear focus on its application of formal logic to ordinary English is the most distinctive feature of this textbook for the introductory course in deductive logic. Great care is taken with the appropriate translation into logical languages of ordinary English sentences. Evaluation of these translations promotes a more effective use of ordinary language. The Principles of Deductive Logic presents symbolic logic in a fuller and more leisurely fashion than other introductory textbooks. Early chapters cover informal material, including definition and informal (...) fallacies. The remainder of the text is devoted to the treatment of four distinct artificial languages. The Categorical language is the language of syllogistic logic. The Extended Categorical language enriches this first language with the symbolic connectives for conjunction and negation. The Propositional Connective language and the First-Order language are the two basic languages of modern logic. Each language is accompanied by a deductive system, and is used as an instrument for exploring ordinary language, including ordinary arguments The book contains a large number of exercises whose answers are supplied in the back of the book, and many more that can be assigned as homework. A solution’s manual is available to instructors upon their request. The request must be written on college or university letterhead. (shrink)