The Historical Dictionary of Surrealism relates the history of this movement through a chronology, an introductory essay, a bibliography, and over 600 cross-referenced dictionary entries on persons, circles, and groups who participated in the movement; a global entry on some of the journals and reviews they produced; and a sampling of major works of art, cinema, and literature.

This edition's postscript includes further reflections on these themes and others, and relates them to recent writings of other philosophers and computer ...

Volume 20, Issue 9, September 2020, Page 20-23.

Locke Defines Knowledge at the beginning of Book IV of the Essay concerning Human Understanding as “the perception of the connexion and agreement, or disagreement and repugnancy of any of our Ideas” (E IV.i.2).1 So defined, knowledge varies along two dimensions. On the one hand, there are four “sorts” of knowledge: of identity or diversity; relation; co-existence or necessary connection; and real existence. On the other hand, there are three “degrees” of knowledge: intuitive knowledge, which consists in the “immediate” perception (...) of agreement or disagreement between ideas (E IV.ii.1); demonstrative knowledge, which consists in the perception of agreement or disagreement by way of intermediate (or intervening) .. (shrink)

The view that the mind-dependence of colour is implicit in our ordinary thinking has a distinguished history. With its origins in Berkeley, the view has proved especially popular amongst so-called ‘Oxford’ philosophers, proponents including Cook Wilson (1904: 773-4), Pritchard (1909: 86-7), Ryle (1949: 209), Kneale (1950: 123) and McDowell (1985: 112). Gareth Evans’s discussion of secondary qualities in “Things Without the Mind” is representative of this tradition. It is his version of the view that I consider in this paper.

This article argues that corrupt practices such as bribery and embezzlement, which scholars have previously assumed to be evidence of the breakdown of the state, may reinforce the state's administrative hierarchies under certain conditions. Drawing on a cross-national analysis of 132 countries and a detailed examination of the informal institutions of official graft in Ukraine, the article finds that where graft is systematically tracked, monitored, and granted by state leaders as an informal payment in exchange for compliance, it provides both (...) an added incentive to obey leaders' directives and the potent sanction of criminal prosecution in the event of disobedience. Where graft is informally institutionalized in this way, it provides the basis for state organizations that are effective at collecting taxes, maintaining public order, and repressing political opposition but that may undermine the development of liberal politics. (shrink)

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

Condorcet's understanding of the application of the philosophy of natural sceince to social science.

Gunderson allows that internally propelled programmed devices (Hauser Robots) do act full-bloodedly under aspects but denies this evidences that they really have the mental properties such acts seem to indicate. Rather, given our intuitive conviction that these machines lack consciousness, such performances evidence the dementalizability (contrary to Searle and Hauser both) of full-blooded acts of detecting, calculating, etc., such machines really do (contrary to Searle) perform.

Knowing the content of art -- Consciousness, exemplars, and art -- Aesthetic theory, feminist art ,and autonomy -- Value, expression, and globalization -- Artistic creation, freedom, and self -- Aesthetics, death, and beauty -- Aesthetic experience, intentionality, and the form of representation -- Theories of art, and art as theory of the world -- Self-trust, disagreement, and reasonable acceptance -- Social reason, aggregation, and collective wisdom -- Knowledge, autonomy, and art in loop theory.

This is the text for a presentation I gave at the Eastern Division Meetings of the American Philosophical Association in Washington, D.C. on December 28, 1998. It was written very quickly, and I haven't had time to go back and fix it up, but I probably won't have time to fix it up any time soon, and several people have requested copies, so I don't see any harm in making it available. Please remember that it is a draft, and don't (...) quote it without permission. (shrink)

The Ethics of Teaching provides a frank discussion of the most frequently encountered ethical dilemmas that can arise in educational settings, as well as tips on how to avoid these predicaments and how to deal with them when they do occur. The goal is to stimulate discussion and raise faculties' consciousness about ethical issues. Ethical dilemmas are presented as short, engaging case scenarios, most of which are based on actual situations, so as to furnish more realistic and interesting stimuli for (...) individual reflection and group discussion. These scenarios offer the opportunity to consider the subtle complexities inherent in the social and psychological contexts in which educator-student interactions occur and the effects of those complexities on ethical decision making. Each case is followed by a detailed analysis and advice. The book's 195 cases are grouped into 22 chapters representing topics, such as the controversial classroom presentations and assignments, debatable testing and grading practices, problematic student-faculty interactions, dual-role relationships with students, collegial conflicts, managing very difficult students, and confidentiality dilemmas. The Ethics of Teaching: A Casebook, Second Edition: *focuses on commonly encountered ethical "gray areas" that have no clear solution; *includes questions to stimulate discussion of related ethical issues; *concludes with a chapter on prevention, peer mentoring, and intervention; and *serves as excellent "assigned reading" to stimulate group discussion in teaching workshops and faculty development programs. The first edition of this book evolved by collecting a variety of teaching situations that commonly occur in college and university settings. The authors then created responses to the situations and circulated both the cases and the responses to reviewers from a number of departments across the country. As a result, the vast majority of the cases are "discipline free." The second edition features many new cases to reflect recent trends and events related to academic ethics. Questions were added to stimulate discussion and to further elaborate the issues. The Ethics of Teaching: A Casebook is ideal for college and university faculty, graduate assistants, and administrators involved in workshops, graduate teaching assistant courses, and faculty development and new faculty orientation programs. As a result of the book's cross-disciplinary development, it will be beneficial to faculty from a broad spectrum of disciplines. (shrink)

There are those philosophers and historians of science who claim that the acceptance and rejection of scientific theories is underdetermined by experimental results. They conclude that there is no rational method for deciding such matters solely on the basis of empirical information. The acceptance and rejection of scientific theories depends on social influence and is settled by social dominance. This I call the dominance thesis. There are also those who hold, on the contrary, that the acceptance and rejection of theories (...) in science is based solely on empirical information according to a rational method. They conclude that the acceptance and rejection of scientific theories is fully determined by experimental results. This I call the experimentalism thesis. The dominance thesis and the experimentalism thesis are both false. Both share a common premise, to wit, that empirical information is limited to experimental results. There is, however, another source of empirical information, the opinions of experts. When such social information is properly aggregated, the acceptance and rejection of scientific theories, though underdetermined by experimental results, is fully determined by the total information available. (shrink)

I argue here (in Part II) for mind-body dualism --- a dualism of substances, not merely of properties. I also investigate (in Part Ill) dualism’s relevance to the question of whether one can survive the death of one’s body. Naturally the argument occurs in a philosophical context, and (in Part I) I begin by making that context explicit.

What is it to be ‘morally serious’? In one sense, it is quite obvious that a man who stands by his moral principles with difficulty and in face of many obstacles, even to the extent of giving his life rather than denying these principles, is a morally serious person. He might be contrasted with a man who gives up or modifies his moral principles whenever their implementation becomes difficult, or threatens to harm his interests; and this person might be called (...) morally frivolous. That is what moral seriousness is; but still, one might ask, what is it to be a morally serious man? What does it involve to be such a man? Is it just a sort of pathological obstinacy; even, perhaps, a misplaced conservatism in face of the facts, which clings to the principles it knows, whatever the cost? One cannot rule out such a possibility. But the martyr and the hero do not consider themselves to be merely obstinate. In the face of risk and even certain suffering, they typically regard it as of supreme importance to be obstinate in sustaining their principles. Something more is felt to be at stake than mere defence of the status quo. (shrink)

A successful lexicographic semantic description characterizes the concepts that occur in establishing the meaning of a listeme by modelling what the competent native-like speaker of the language knows. Because concepts can only be identified to another human through the medium of a natural language, the metalanguage used in the semantic definition of a natural language expression in the object language will always be equivalent to the natural language expression through which that metalanguage is interpreted. The metalanguage of a semantic theory (...) is a demonstrably rational abstract model developed by applying the analyst’s experience and intuitions to inferences drawn from occurrences of actual speech events. Each sense of a listeme is characterized by a description of the salient properties of its typical denotatum. To most effectively implement this project in conceptual engineering is to capture every possible sense of the listeme using metalanguage that is at the same time precise, comprehensive, and succinct. A review of several proposed lexicon/dictionary entries for the listeme cup reveals lacunae that are rectified in a decision procedure whose output characterizes the relevant sense of the input listeme using natural language and the procedural constructs/commands &, XOR, IF, ELSE, ELIF, GOTO, OUTPUT, TENABLE, NEXT ITEM. The resulting lexicographic semantic description satisfies the specified success condition. Establishing the characteristics of metalanguage is crucial to the proper investigation of conceptual engineering. (shrink)

This chapter examines the debates concerning the theory of ideas in Great Britain during the seventeenth century, focusing on the concept, origin, and types of ideas. It explains that the so-called way of ideas that are primarily associated with Rene Descartes and John Locke represent attempts to replace scholastic Aristotelian theories of the nature of the mind and its relation to the world. The chapter also discusses the relevant works of Thomas Hobbes and the Cambridge Platonists, and considers the relevance (...) of skepticism and idealism to the notion of ideas. (shrink)

Egalitarians claim that inequality in society is only justified to the extent that it results from choices freely and responsibly made. Inequality resulting from brute bad luck is not justified. I argue that luck, and therefore responsibility, are defined in terms of the reward structure. Luck and responsibility are epiphenomena of the incentives that people have to choose from the opportunity sets available. To that end egalitarians should look more directly at the degree of inequality that is acceptable and examine (...) more closely the classes of actions they want to leave to individual responsibility even though these will lead to greater inequality. State action should concentrate upon reducing inequality between classes of people; it cannot be expected to reduce all inequalities between people even though many of these will have only peripheral relationships to responsibility. (shrink)

Subjects exhibiting logical competence choices, for example, in Wason's selection task, are exhibiting an important skill. We take issue with the idea that this skill is individualistic and must be selected for at some different level than System 1 skills. Our case redraws System 1/2 boundaries, and reconsiders the relationship of competence model to skill.