Lewis Richard Farnell's five-volume The Cults of the Greek States, first published between 1896 and 1909, disentangles classical Greek mythology and religion, since the latter had often been overlooked by nineteenth-century English scholars. Farnell describes the cults of the most significant Greek gods in order to establish their zones of influence, and outlines the personality, monuments, and ideal types associated with each deity. He also resolutely avoids the question of divine origins and focuses instead on the culture surrounding each (...) cult, a position which initially drew some criticism, but which allowed him more space to analyse the religious practices themselves. Written to facilitate a comparative approach to Greek gods, his work is still regularly cited today for its impressive collection of data about the worship of the most popular deities. Volume 4 focuses on the cults of Poseidon and Apollo. (shrink)

This paper is a report of an empirical psychological study of the relationship between the ethical and financial beliefs and desires of ethical investors. Semi-structured interviews of 20 ethical investors have been carried out by the project 10 of which have been analysed using qualitative data analysis software. All of our participants faced the problem that, while they had ethical concerns, they were not prepared to sacrifice their essential financial requirements to address them. We found four common ways of dealing (...) with this problem: they divided up their money into core and surplus accounts; they decided that it was enough to only be a partial ethical investor; they avoided detailed consideration of the costs of ethical investment; and they avoided rigorous ethical thinking. One equilibrium position arising from these responses is a portfolio approach to ethics, which allows people to assuage their consciences by investing only a small proportion of their investments ethically, while leaving the rest in non-ethical investment vehicles. (shrink)

This essay disentangles the complex relations between economic logic and legal logic. It distinguishes economic logic as a social process from economic logic as economic reasoning; economic reasoning to explain behavior from economic reasoning to evaluate behavioral outcomes; and legal reasoning in judicial contexts from legal reasoning in other contexts such as legislation and legal enforcement or compliance. It then argues first that economic logic as the logic of social processes deepens our understanding of how law develops and how it (...) influences behavior. But the essay argues second that economic logic plays at best a limited role in the logic of legal reasoning for two reasons. Much legal reasoning seeks to identify the goals we should and do pursue while economic logic takes such goals as given. Further, the instrumental role of economic logic will vary with the institutional context in which legal reasoning occurs. (shrink)

Learn to think critically with the leading introduction to reasoning and argumentation. Highlights In clear, reader-friendly language, The Power of Critical Thinking provides an engaging introduction to argumentation, deductive and inductive reasoning, inferencing, and evaluating scientific theories New Critical Thinking and the Media boxes in each chapter apply the principles of critical thinking to the realms of media, advertising, and news New content on "fake news," the COVID-19 pandemic, and other important contemporary topics reflects the changing world in which today's (...) students must apply their critical thinking abilities New and updated exercises offer extensive opportunities for students to practise the skills through which they will become active, engaged critical thinkers Additional online resources-including a study guide and practice quizzes for students as well as an instructor's manual, a test bank, and PowerPoint slides for instructors-offer stimulating materials to enhance the learning and teaching experiences. About the Authors Chris MacDonald is an associate professor and chair of the Law and Business Department at the Ted Rogers School of Management, Toronto Metropolitan University. Lewis Vaughn is an independent scholar and author of several textbooks on philosophy, ethics, and critical thinking. (shrink)

Reprint of the ed. published by Viking Press, New York.

In this paper I shift the center of utopian debates away from questions of ideology towards the question of power. As a new point of departure, I analyze Foucault's notion of biopower as well as Hardt and Negri's theory of biopolitics. Arguing for a new hermeneutic of biopolitics in education, I then apply this lens to evaluate the educational philosophy of John Dewey. In conclusion, the paper suggests that while Hardt and Negri are missing an educational theory, John Dewey is (...) missing a concept of democracy adequate to the biopolitical struggles of the multitude. Thus, I call for a synthesis of Dewey and Hardt and Negri in order to generate a biopedagogical practice beyond both traditional models of education as well as current standardization. (shrink)

The longstanding interest in business ethics has been given renewed emphasis by high profile scandals in the world of business and finance. At the same time, many economists--dissatisfied with the discipline's emphasis on self-interest and individualism and by the asocial nature of much economic theory--have sought to englarge the scope of economics by looking at ethical questions. In Ethics and Economic Affairs a group of interdisciplinary scholars provide contributions on international interest in this aspect of socio-economics and economic-psychology. The book (...) is divided into four parts. The first looks at Business Ethics and Management. Part Two enlivens the debate with empirical data. The third part examines the implications for economic theory and asks if the integration of ethics in the economy is possible or if they are fundamentally different systems. Part Four introduces perspectives from other disciplines, sets economics within its wider context and looks to the future. The editors have brought together a group of contributors from nine different countries and a broad range of disciplines, including: Norman E. Bowie, Monroe Burk, Amitai Etzioni, Richard H. Guerette, Ralph E. Miner, Lynne M. Rosansky, N. Craig Smith, Roberts Stallaerts, Philip Stone and John Tomer. (shrink)

Given a set of objects characterized by a number of attributes, hidden patterns can be discovered in them for the grouping of similar objects into clusters. If each of these clusters can be considered as exemplifying a certain concept, then the problem concerned can be referred to as a concept discovery problem. This concept discovery problem can be solved to some extent by existing data clustering techniques. However, they may not be applicable when the concept involved is vague in nature (...) or when the attributes characterizing the objects can be qualitative, quantitative, and fuzzy at the same time. To discover such concepts from objects with such characteristics, we propose a Genetic-Algorithm-based technique. By encoding a specific object grouping in a chromosome and a fitness measure to evaluate the cluster quality, the proposed technique is able to discover meaningful fuzzy clusters and assign membership degrees to objects that do not fully exemplify a certain concept. For evaluation, we tested the proposed technique with simulated and real data and the results are found to be very promising. (shrink)

This, the 21st volume in the Library of Living Philosophers, is more than Sir Alfred Ayer's final word on the philosophical issues that preoccupied him for more than sixty years; the list of contributors is a roll-call of some of the greatest living figures in philosophy, each expertly addressing a key problem arising in Ayer's work. Most of the critical papers are answered directly and in detail by Sir Alfred-he completed his replies to 21 of the 24 papers before his (...) death. Contributors include: A. J. Ayer, Evandro Agazzi, James Campbell, David S. Clarke, Michael Dummett, Elizabeth Eames, John Foster, Dimitri Ginev, Paul Gochet, Martin Hollis, Ted Honderich, Tscha Hung, Peter Kivy, Arne Naess, D. J. O'Connor, Desiree Park, David Pears, Azarya Polikarov, Hilary Putnam, Francisco Miró, Quesada C., A. Anthony Quinton, Emanuele Riverso, Ernest Sosa, T. L. S. Sprigge, Barry Stroud, and David Wiggins. (shrink)

Just as Bell proposed that we excise the word “measurement” from physics, so I propose that we should excise the word “experience”: “experience” and its cognates should not appear in the formulation of any physical theory, including quantum mechanics and its various interpretations. The reasons are more or less the same as Bell gives for “measurement”: “experience” is a vague term, and experiencing systems are made out of atoms obeying quantum mechanics. Bell’s exhortation concerning “measurement” has largely been taken on (...) board in the foundations of quantum mechanics. But appeals to “experience” remain—in part, I will argue, because of a bad argument that can be traced back to von Neumann, and in part because of mistaken impressions about the fundamentality of experience. (shrink)

Drawing upon my expertise as an artist and clinical acupuncturist with training in biomedicine, my artistic research adapts Chinese medicine practice into a strategic tool to investigate new synergies between art, medicine, technology, East, West, modernity and pre-modernity. In my performances, I use Chinese pulse diagnosis and acupuncture point location as transdisciplinary artistic technologies (qi / ) that are capable of measuring and responding to quantum entanglements between individuals and their social, natural and cosmic milieus ‐ or what can be (...) referred to as dao (). This is achieved by combining the principles of CM with digital (audio software and physical computing) and 'moist' media (the body). (shrink)

In this paper, the author maps three radically different visions of Marxism in educational philosophy. Each ‘register’ contains insights but also contradictions that cannot easily be resolved through internal modifications of the theory or through theoretical synthesis with other registers. The radical function of Marxist pedagogy is to create a constellation of Marxisms through which the outline of history can emerge. As such, the author ends with a new emphasis in Marxist education on the ‘exacting imagination’ of the teacher which (...) creates a constellational image of concepts and theories all of which hang in a precarious and historically specific configuration. (shrink)

I argue that the Doomsday argument fails because it fails to take into account the lesson of the Sleeping Beauty puzzle.

"First Published in 1999, Routledge is an imprint of Taylor & Francis, an informa company.".

Can a machine think? More pointedly, if I am a machine, can I think? Beck answers these questions by analyzing two clusters of metaphors -- one of which dramatizes human beings as spontaneous agents (actors), and the other sees them as observers attempting to explain causally their own behavior and that of the actor (spectators). Using a hypothetical scene with two spectators, each explaining an action, and each representing a different way of viewing the world, Beck points up the central (...) philosophical problems raised by the varieties of ways in which we explain our own actions and those of others. (shrink)

v. 1. Books I and II -- v. 2. Books III, IV, and V -- v. 3. Books VI and VII -- v. 4. Books VIII and IX.