“The primary purpose of this book has been to provide a single source of containing the basic information about systematic and theoretical psychology which any student of psychology should have. It is mainly directed at the senior undergraduate major and the beginning of the graduate student.”-Publisher.

How might we philosophize about the metaverse? It is traditionally held that the four main branches of philosophy are metaphysics, epistemology, axiology, and logic. In this article, I shall demonstrate how virtual walt-fictionalism, a particular version of virtual irrealism, is able to offer a straightforward, internally consistent, and powerful response about the metaphysics, epistemology, and axiology (ethics) of the metaverse. I will first characterize the metaverse in terms of a reality-virtuality (RV) continuum and distinguish between virtual realism and virtual irrealism, (...) before elaborating on the explanatory power and potential of virtual walt-fictionalism relative to the metaphysics, epistemology, and axiology (ethics) of the metaverse. (shrink)

The revival of interest in pragmatism and its practical relevance for democracy has prompted a reconsideration of John Dewey’s political philosophy. Dewey’s _The Public and Its Problems _ constitutes his richest and most systematic meditation on the future of democracy in an age of mass communication, governmental bureaucracy, social complexity, and pluralism. Drawing on his previous writings and prefiguring his later thinking, Dewey argues for the importance of civic participation and clarifies the meaning and role of the state, the proper (...) relationship between the public and experts, and the source of democracy’s legitimacy. These themes remain as important today as they were when Dewey first engaged them, and this is the work to which scholars consistently turn when assessing Dewey’s conception of democracy and what might be imagined for democracy in our own time. In this carefully annotated edition, Melvin L. Rogers provides an introductory essay that elucidates the philosophical and historical background of _The Public and Its Problems_ while explaining the key ideas of the book. He also provides a biographical outline of Dewey’s life and bibliographical notes to assist student and scholar alike. (shrink)

Business ethics is once again a hot topic as examples of improper business practices that violate commonly accepted ethical norms are brought to our attention. With the increasing number of scandals business schools find themselves on the defensive in explaining what they are doing to help respond to the call to teach ‘‘more’’ business ethics. This paper focuses on two issues germane to business ethics teaching efforts: the ‘‘targeted output’’ goals of teaching business ethics and when in the curriculum business (...) ethics should be taught. (shrink)

_The Undiscovered Dewey_ explores the profound influence of evolution and its corresponding ideas of contingency and uncertainty on John Dewey's philosophy of action, particularly its argument that inquiry proceeds from the uncertainty of human activity. Dewey separated the meaningfulness of inquiry from a larger metaphysical story concerning the certainty of human progress. He then connected this thread to the way in which our reflective capacities aid us in improving our lives. Dewey therefore launched a new understanding of the modern self (...) that encouraged intervention in social and natural environments but which nonetheless demanded courage and humility because of the intimate relationship between action and uncertainty. Melvin L. Rogers explicitly connects Dewey's theory of inquiry to his religious, moral, and political philosophy. He argues that, contrary to common belief, Dewey sought a place for religious commitment within a democratic society sensitive to modern pluralism. Against those who regard Dewey as indifferent to moral conflict, Rogers points to Dewey's appreciation for the incommensurability of our ethical commitments. His deep respect for modern pluralism, argues Rogers, led Dewey to articulate a negotiation between experts and the public so that power did not lapse into domination. Exhibiting an abiding faith in the reflective and contestable character of inquiry, Dewey strongly engaged with the complexity of our religious, moral, and political lives. (shrink)

The new economy is characterized in the developing world by open capital markets and coordinated international regulation - neither of which existed in the colonial period.

This paper considers comparison in eighteenth-century Europe 1) as philosophical reflection upon an operation of the human mind and passions, 2) as a discourse on diversity and similarities of regimes and societies within and beyond Europe. Der Beitrag befaßt sich mit dem "Vergleichen" - "comparison" - im Europa des achtzehnten Jahrhunderts. "Comparison" ist einerseits eine philosophische Reflexion über einen Prozeß des menschlichen Geistes und der menschlichen Leidenschaften, andererseits ein Diskurs über die Unterschiede und Gemeinsamkeiten von Regierungs- und Gesellschaftsformen innerhalb und (...) außerhalb Europas. (shrink)

By demostrating how Kapital is incomplete, The Incomplete Marx provides the basis for a re-interpretation of Marx that looks beyond the Marx of Kapital.

“Faith makes us, and not we it, and faith makes its own forms.” Published in 1888, “The Ethics of Democracy” is John Dewey’s first and most underappreciated attempt to address a problem inherent to democracy.2 How do I consider myself a member of “the people” that rule, and yet belong to the political minority? By minority I do not simply mean as determined by an electoral process, but also those minorities that are identified as such because of inequity in political (...) power and access. The question is therefore of critical importance not only in the American context, but for much of the history of modern democratic thinking. Either the answer implies the use of coercive force by majoritarianism that.. (shrink)

Strict/tolerant logic, ST, evaluates the premises and the consequences of its consequence relation differently, with the premises held to stricter standards while consequences are treated more tolerantly. More specifically, ST is a three-valued logic with left sides of sequents understood as if in Kleene’s Strong Three Valued Logic, and right sides as if in Priest’s Logic of Paradox. Surprisingly, this hybrid validates the same sequents that classical logic does. A version of this result has been extended to meta, metameta, … (...) consequence levels in Barrio et al.. In my earlier paper Fitting I showed that the original ideas behind ST are, in fact, much more general than first appeared, and an infinite family of many valued logics have Strict/Tolerant counterparts. This family includes both Kleene’s and Priest’s logic individually, as well as first degree entailment. For instance, for both the Kleene and the Priest logic, the corresponding strict/tolerant logic is six-valued, but with differing sets of strictly and tolerantly designated truth values. The present paper extends that generalization in two directions. We examine a reverse notion, of Tolerant/Strict logics, which exist for the same structures that were investigated in Fitting. And we show that the generalization extends through the meta, metameta, … consequence levels for the same infinite family of many valued logics. Finally we close with remarks on the status of cut and related rules, which can actually be rather nuanced. Throughout, the aim is not the philosophical applications of the Strict/Tolerant idea, but the determination of how general a phenomenon it is. (shrink)

In creative cognition research, the Romantic view about creative cognition is traditionally rejected in favor of the modern view. The modern view about creative cognition maintains that creativity is neither mysterious nor unintelligible and that it is indeed susceptible to analysis. The paradigmatic objects of analysis in creative cognition research have been creative output and the creative process. The degree of creativity of an output is assessed in accordance with certain criterial definitions. The degree of creativity of a cognitive process (...) is assessed in accordance with certain models of creative cognition, psychometric test measures, and neuroimaging studies that are grounded in certain criteria for assessment. The reliance on criterial definitions and criteria for assessment in analyzing either the creative output or the creative process suggests that creative cognition researchers remain under the sway of the classical, bundles-of-criteria theory of meaning. In this paper, I will critically evaluate the criterial problems that confront both criterial definitions and criteria for assessment before proposing an alternative theory of meaning. (shrink)

Strict/tolerant logic is a formally defined logic that has the same consequence relation as classical logic, though it differs from classical logic at the metaconsequence level. Specifically, it does not satisfy a cut rule. It has been proposed for use in work on theories of truth because it avoids some objectionable features arising from the use of classical logic. Here we are not interested in applications, but in the formal details themselves. We show that a wide range of logics have (...) strict/tolerant counterparts, with the same consequence relations but differing at the metaconsequence level. Among these logics are Kleene’s K3\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$\mathsf {K_3}$$\end{document}, Priest’s LP\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\mathsf {LP}}$$\end{document}, and first-degree entailment, FDE. The primary tool we use is the bilattice. But it is more than a tool, it seems to be the natural home for this kind of investigation. (shrink)

In a forthcoming paper, Walter Carnielli and Abilio Rodrigues propose a Basic Logic of Evidence whose natural deduction rules are thought of as preserving evidence instead of truth. BLE turns out to be equivalent to Nelson’s paraconsistent logic N4, resulting from adding strong negation to Intuitionistic logic without Intuitionistic negation. The Carnielli/Rodrigues understanding of evidence is informal. Here we provide a formal alternative, using justification logic. First we introduce a modal logic, KX4, in which \ can be read as asserting (...) there is implicit evidence for X, where we understand evidence to permit contradictions. We show BLE embeds into KX4 in the same way that Intuitionistic logic embeds into S4. Then we formulate a new justification logic, JX4, in which the implicit evidence motivating KX4 is made explicit. KX4 embeds into JX4 via a realization theorem. Thus BLE has both implicit and explicit possibly contradictory evidence interpretations in a formal sense. (shrink)

Studies of adolescents and young-adults suggest that deliberative dialogue, a form of consensus-seeking argumentation, leads to stronger learning outcomes than persuasive dialogue. However, this research has not been informed by an analysis of dialogue among more experienced arguers. In the present study, we compare the deliberative and persuasive dialogues of novice and experienced arguers to better understand the difference between these two forms of discourse at differing levels of argumentative expertise. Our results confirm theoretical distinctions between deliberation and persuasion. Results (...) also suggest that greater experience in argumentation is associated with a richer array of argumentative purposes, producing more cohesive, intersubjective and dialectically relevant dialogue. The implications of these findings for learning are discussed. (shrink)

The recent corporate scandals in the United States have caused a renewed interest and focus on teaching business ethics. Business schools and their faculties are reexamining the teaching of business ethics and are reassessing their responsibilities to produce honest and truthful managers who live lives of integrity and ethical accountability. The authors recognize that no agreement exists among business schools and their faculties regarding what should be the content and pedagogy of a course in business ethics. However, the authors hold (...) that regardless of one’s biases regarding the content and pedagogy, the effective teaching of business ethics requires that the instructor in designing and delivering a business ethics course needs to focus particular attention on four principal questions: (1) what are the objectives or targeted learning outcomes of the course? (2) what kind of learning environment should be created? (3) what learning processes need to be employed to achieve the goals? and (4) what are the roles of the participants in the learning experience? The answers to these questions provide the foundations for any business ethics course. The answers are major determinants of the impact of a business ethics course on the thinking of students and the views on the ethical and professional accountabilities and responsibilities of managers in the workplace. (shrink)

"This book offers a prophetic vision of art in a digital future.

The New England towns and villages that inspired the major figures of the Transcendentalism movement are presented by region in this travel guide that devotes a chapter to each town or village famous for its relationship to one or more of the Transcendentalists. Cambridge, where Ralph Waldo Emerson delivered his powerful speeches is highlighted, as is Walden, where Henry David Thoreau spent two years attuning himself to the rhythms of nature. Other chapters retrace the paths of major writers and poets (...) of the period as well as the utopian communities of the time. This invaluable traveling companion offers street maps, historical illustrations, and narratives that create a vivid sense of New England in the 19th century. (shrink)

This book explores early childhood teacher educators' lived experiences in designing and implementing intentional play-based approaches in teaching pre-service teachers. Chapters cover action research, teaching stories about playful classroom practices, and diverse narratives about developing preservice teachers' positive views toward play. Early childhood teacher educators will be encouraged to (re) explore their beliefs about the roles of play and playfulness in higher education. Readers will learn playful strategies to actively engage pre-service teachers in building meaningful knowledge about play and how (...) to use play to support young children's learning across varied cultural contexts, experiences, and individual differences. (shrink)

This book contains new essays in honor of Melvin J. Lerner, a pioneer in the psychological study of justice. The contributors to this volume are internationally renowned scholars from psychology, business, and law. They examine the role of justice motivation in a wide variety of contexts, including workplace violence, affirmative action programs, helping or harming innocent victims and how people react to their own fate. Contributors explore fundamental issues such as whether people's interest in justice is motivated by self-interest (...) or a genuine concern for the welfare of others, when and why people feel a need to punish transgressors, how a concern for justice emerges during the development of societies and individuals, and the relation of justice motivation to moral motivation. How an understanding of justice motivation can contribute to the amelioration of major social problems is also examined. (shrink)

Mahadevan (2018, AAAI Conference. https://people.cs.umass.edu/~mahadeva/papers/aaai2018-imagination.pdf) proposes that we are at the cusp of imagination science, one of whose primary concerns will be the design of imagination machines. Programs have been written that are capable of generating jokes (Kim Binsted’s JAPE), producing line-drawings that have been exhibited at such galleries as the Tate (Harold Cohen’s AARON), composing music in several styles reminiscent of such greats as Vivaldi and Mozart (David Cope’s Emmy), proving geometry theorems (Herb Gelernter’s IBM program), and inducing quantitative (...) laws from empirical data (Pat Langley, Gary Bradshaw, Jan Zytkow, and Herbert Simon’s BACON). In recent years, Dartmouth has been hosting Turing Tests in creativity in three categories: short stories, sonnets, and dance music DJ sets. In this post, I will provide a brief and non-exhaustive survey of some plausible responses to these imagination machines and the related prospects for our understanding of the imagination. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:American Journal of Philology 122.3 (2001) 433-436 [Access article in PDF] Sarah Iles Johnston. Restless Dead: Encounters between the Living and the Dead in Ancient Greece. Berkeley and Los Angeles: University of California Press, 1999. xxi + 329 pp. Cloth, $40.00. This book, which focuses on ancient Greek beliefs about how the dead interact with the living, is an important addition to the study of Greek religion. The subject (...) has become unusually popular in recent years, and when Johnston wrote in her preface that "scholars of our generation... have paid the topic little attention" (xi), she had no way of knowing that two other books on the topic were being published nearly simultaneously with her own. Fortunately, there is so much to say about ancient beliefs concerning ghosts that the three studies do not overlap much. Antonio Stramaglia's Res inauditae, incredulae: Storie di fantasmi nel mondo greco-latino (Bari 1999) and D. Felton's Haunted Greece and Rome: Ghost Stories from Classical Antiquity (Austin 1999) take broad views, examining both Greek and Roman ghost stories from literary and folkloric points of view, respectively. Johnston's book focuses only on the Greek dead, and does so in more detail and with more attention to the religious aspects of the living-dead interaction than either of the other books. She uses models developed by cultural anthropology to examine how Greek ideas about the dead changed over time in response to changing social conditions, including contacts with other cultures and the development of the polis.Johnston divides her study into three major parts. Part 1, "A Short History of the Dead in Ancient Greece," covers several aspects of the Greek view of the dead in the archaic and classical periods. First we have a brief chronological overview of the dead in Greek society from the Homeric poems to the fifth century B.C. The information is unfortunately rather scattered and uneven, and Johnston gives much of it simply as introductory material for later parts of her book: "This is a topic that I take up in depth in another chapter" (10); "As we shall see in chapter 6" (18); "This... is analyzed in depth in chapter 3" (19). This brief survey might best have been included in an introduction (there is only a short prologue), since it does not stand well on its own here and does not accomplish much overall other than to provide us with several very general conclusions: that the Greeks, like many other peoples, believed that the unburied or prematurely dead were angry with the living and could harm them; that the dead could be called up by the living to serve them; that other than this, the dead are not particularly active, at least in early Greek belief.Part 1 also includes information concerning rituals to the dead and the role of the goe\s. For this discussion Johnston takes a topical rather than chronological approach to the problem of what the Greeks believed about the dead versus what they did about the dead; "participants need not have believed in a ritual to go through its motions" (37). Johnston briefly describes the nature of rituals for and against the dead, distinguishing funerals and festivals that expressed affection from defensive rituals and festivals held out of fear, to avert the wrath of the dead. One particularly interesting section deals with the relatively recent finds of [End Page 433] the Selinuntine lex sacra, the Cyrenean inscriptions, and the rituals for the dead described thereon: both contain detailed descriptions of real aversion rituals involving the appeasement of ancestral spirits. Johnston is careful to remind the reader of the fragmentary nature of this particular evidence and at times sounds overly defensive or cautious: "although the evidence is too scant for us to be certain" (58); "its brevity makes it impossible for us to be sure" (62). Much of Johnston's argument is therefore highly hypothetical but nonetheless interesting and provocative. She concludes that the dead began to be perceived as a bigger source of problems in the late... (shrink)

This paper continues my work of [9], which showed there was a broad family of many valued logics that have a strict/tolerant counterpart. Here we consider a generalization of weak Kleene three valued logic, instead of the strong version that was background for that earlier work. We explain the intuition behind that generalization, then determine a subclass of strict/tolerant structures in which a generalization of weak Kleene logic produces the same results that the strong Kleene generalization did. This paper provides (...) much background, but is not self-contained. Some results from [9] are called on, and are not reproved here. [9] Melvin C. Fitting. “A Family of Strict/Tolerant Logics”. In: Journal of Philosophical Logic. Online. Print publication forthcoming. (shrink)

Researchers in science education have converged on the view that argumentation can be an effective intervention for promoting knowledge construction in science classrooms. However, the impact of such interventions may be mediated by individuals’ task goals while arguing. In argumentative discourse, one can distinguish two overlapping but distinct kinds of activity: dispute and deliberation. In dispute the goal is to defend a conclusion by undermining alternatives, whereas in deliberation the goal is to arrive at a conclusion by contrasting alternatives. In (...) this study, we examine the impact of these discourse goals on both content learning and argument quality in science. (shrink)

The letter killeth, but the spirit giveth life.In the exegetical tradition of Wittgenstein, there have existed three types of readings: the positivist reading, the ineffability reading, and the resolute reading. In this essay, I will be adhering to the resolute reading, whose roots may be traced to James Conant and Cora Diamond. However, the positivist reading of Wittgenstein having been historically prior and still in currency, it bears first examining the features of this approach.2Two readings may be regarded as paradigmatic (...) of the approach in question: A. J. Ayer’s Language, Truth, and Logic and Rudolf Carnap’s “The Elimination of.. (shrink)

We wish here to consider the theory of a population or system made up of individuals whose number and size change with time. As usual, the description of these changes will be referred to as the kinetics, whereas the description of the special circumstances under which unchanging conditions subsist will be called the statics of the population. A third category, the conditions for a steady state, i.e., when the variables inside the system do not change, but linked variables outside do, (...) will be described by what we shall call the rheostatics of the system. All three, statics, rheostatics, and kinetics are subdivisions of the general dynamics of the system. (shrink)

With much talk of President Obama’s pragmatism, there is good reason to explore what this means in terms of his commitments and his policies. When we call Obama a pragmatist, is this merely a way of saying he selects policies and makes decisions that work, quite independent and sometimes against principles he may hold? Or, do we mean to point to something more robust—a kind of pragmatism that emphasizes experimentalism as a cooperative venture, that locates principles in and assesses their (...) worth based on background experiential conditions, that eschews epistemic and practical certainty for fallibilism, that is oriented by a chastened hope, and that is committed to public deliberation as essential to democratic.. (shrink)

Ever since its formulation by Hume, the idea of an inferential barrier between non-ethical (“is”) propositions and ethical (“ought”) propositions (also known as Hume’s is-ought thesis) has received much philosophical attention. Prior’s Paradox appears to demonstrate that the ban on “is”-“ought” inferences is violated in every possible instance, from which it follows that Hume’s is-ought thesis must be false. In this article, I will formulate a logically rigorous version of Hume’s is-ought thesis, introduce Prior-style counterexamples, and suggest how they might (...) demonstrate the falsity of Hume’s is-ought thesis, identify the substitution criterion, and develop at length the unrestricted and restricted versions of this criterion as it is applied by Pigden and Schurz. Thereafter, I will outline Schurz’s defence of the is-ought gap in accordance with his interpretation of the substitution criterion, before introducing a more sophisticated version of Prior-style objections, proposing a possible response from Pigden, identifying the costs of Pigden’s response and counter proposing a response on behalf of Schurz through an extension of his approach, and offering concluding remarks. (shrink)