This book provides a richly documented account of the historical, cultural, philosophical and practical dimensions of feng shui. It argues that where feng shui is entrenched educational systems have a responsibility to examine its claims, and that this examination provides opportunities for students to better learn about the key features of the nature of science, the demarcation of science and non-science, the characteristics of pseudoscience, and the engagement of science with culture and worldviews. The arguments presented for feng shui being (...) a pseudoscience can be marshalled when considering a whole range of comparable beliefs and the educational benefit of their appraisal. Feng shui is a deeply-entrenched, three-millennia-old system of Asian beliefs and practices about nature, architecture, health, and divination that has garnered a growing presence outside of Asia. It is part of a comprehensive and ancient worldview built around belief in chi the putative universal energy or life-force that animates all existence, the cosmos, the solar system, the earth, and human bodies. Harmonious living requires building in accord with local chi streams; good health requires replenishment and manipulation of internal chi flow; and a beneficent afterlife is enhanced when buried in conformity with chi directions. Traditional Chinese Medicine is based on the proper manipulation of internal chi by acupuncture, tai-chi and qigong exercise, and herbal dietary supplements. Matthews has produced another tour de force that will repay close study by students, scientists, and all those concerned to understand science, culture, and the science/culture nexus. Harvey Siegel, Philosophy, University of Miami, USA With great erudition and even greater fluidity of style, Matthews introduces us to this now-world-wide belief system. Michael Ruse, Philosophy, Florida State University, USA The book is one of the best research works published on Feng Shui. Wang Youjun, Philosophy, Shanghai Normal University, China The history is fascinating. The analysis makes an important contribution to science literature. James Alcock, Psychology, York University, Canada This book provides an in-depth study of Feng Shui in different periods, considering its philosophical, historical and educational dimensions; especially from a perspective of the ‘demarcation problem’ between science and pseudoscience. Yao Dazhi, Chinese Academy of Sciences, China. (shrink)

Confucianism and Catholicism are among the most influential religious traditions and share a long and intricate relationship. Beginning with the work of Matteo Ricci, the nature of this relationship has sometimes generated great debate, which is still alive today. The ten essays in this volume continue and advance this long conversation. Written by specialists in both traditions, the essays are organized into two groups. Those in the first group focus primarily on the historical and cultural contexts in which Confucianism and (...) Catholicism encountered one another in the four major Confucian cultures of East Asia. These essays seek to understand specific figures, texts, and issues in light of those broader contexts. The essays in the second part offer comparative and constructive studies of specific figures, texts, and issues in the Confucian and Catholic traditions from both theological and philosophical perspectives. By bringing these historical and constructive perspectives together, this volume seeks not only to understand the past dialogue between these traditions, but also to renew and reinvigorate the conversation between them today. In light of the unprecedented expansion of Eastern Asian influence in recent decades, and considering the myriad of challenges and new opportunities faced by both the Confucian and Catholic traditions in a world that is rapidly becoming globalized, this volume could not be more timely. Confucianism and Catholicism: Reinvigorating the Dialogue will be of interest to professional theologians, historians, and scholars of religion, as well as those who work in interreligious dialogue. Contributors: Michael R. Slater, Erin M. Cline, Philip J. Ivanhoe, Vincent Shen, Anh Q. Tran, S.J., Donald L. Baker, Kevin M. Doak, Xueying Wang, Richard Kim, Victoria S. Harrison, and Lee H. Yearley. (shrink)

This book explores the problem of time and immanence for phenomenology in the work of Edmund Husserl, Martin Heidegger, Maurice Merleau-Ponty, and Jacques Derrida. Detailed readings of immanence in light of the more familiar problems of time-consciousness and temporality provide the framework for evaluating both Husserl's efforts to break free of modern philosophy's notions of immanence, and the influence Heidegger's criticism of Husserl exercised over Merleau-Ponty's and Derrida's alternatives to Husserl's phenomenology. Ultimately exploring various notions of intentionality, these in-depth analyses (...) of immanence and temporality suggest a new perspective on themes central to phenomenology's development as a movement and raise for debate the question of where phenomenology begins and ends. (shrink)

Using an analogy between moths and men, in 1916, Richard Goldschmidt proposed that homosexuality was a case of genetic intersexuality. As he strove to create a unified theory of sex determination that would encompass animals ranging from moths to men, Goldschmidt's doubts grew concerning the association of homosexuality with intersexuality until, in 1931, he dropped homosexuality from his theory of intersexuality. Despite Goldschmidt's explicit rejection of his theory of homosexuality, Theo Lang, a researcher in the Genealogical-Demographic Department of the Institute (...) for Psychiatric Research in Munich, revived it, maintained Goldschmidt's association with it, and argued on its behalf in publications from 1936 to 1960. Lang's appropriation of Goldschmidt's theory did not depend on his resolution of the difficulties Goldschmidt had found with his own theory. Lang and Goldschmidt, I argue, had fundamentally different scientific and social commitments that allowed one to reject this theory of homosexuality and the other to accept it. (shrink)

Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a worldview? (...) -/- Does science have a worldview? -/- Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? -/- Does science lack a worldview but nevertheless have implications for worldviews? -/- How can scientific worldviews and practice be reconciled with seemingly discordant religious and cultural worldviews? -/- In which ways do the worldviews of students impact on their interest and learning of science? -/- Should science teachers engage with the worldviews of students? -/- In addition to the NOS curricular impetus for refining understanding of science and worldviews, there are also pressing cultural and social forces that give prominence to questions about science, worldviews and education. There is something of an avalanche of popular literature on the subject that teachers and students are variously engaged by. Additionally the modernisation and science-based industrialisation of huge non-Western populations whose traditional religions and beliefs are different from those that have been associated with orthodox science make very pressing the questions of whether, and how, science is committed to and hence promotes particular worldviews and contradicts others. Hopefully this chapter, and others in the section, will contribute to a more informed understanding of the relationship between science, worldviews and education and provide assistance to teachers who are routinely engaged with the subject. (shrink)

What is the Moral Problem? NORMATIVE ETHICS VS. META-ETHICS It is a common fact of everyday life that we appraise each others' behaviour and attitudes from ...

This chapter outlines something of Mario Bunge’s long life and career as a physicist-philosopher originally living and working in Argentina for 40 years, then in Canada for nearly 60 years. It indicates the extraordinary breadth, depth and quantity of his research publications. It deals briefly with some key components of his work, such as: systemism, causation, theory analysis, axiomatization, ontology, epistemology, physics, psychology and philosophy of mind, social science, probability and Bayesianism, defence of the Enlightenment project, and education. Finally, the (...) chapter gives an account of the structure of the festschrift, and an indication of each of the 41 contributions. (shrink)

Maya in Physics in a synthesis of modern physics and the Advaita Vedanta with an integral thesis emerging out of the confluence. In the exposition of the Advaita Vedanta its philosophy has been reinterpreted in the light of modern science. In this process the vedanta has been demystified and physics dematerialized Instead of being confined to inter school parallelism only this book tries ot present a total vision of the entire cosmos and its dependence on Brahman the transcendental being which (...) is the non dual reality Maya the power of Brahman or the Primordial Unmanifest Nature has been assigned a metaphysical status without violating the traditionality of the Vedanta. Part I of the book deals with classical Newtonian physics, thermodynamics, relativity, quantum physics, particle physics, astrophysics, and cosmology. Part II is a presentation of the Advaita Vedanta, in a modern format. Part III is a confluence of the Advaita Vedanta and modern science (especially physics). An integral thesis emerges out of the confluence. There has been an amalgam of spirituality and science. The whole approach is holistic, synthetic, and integral. (shrink)

In this paper, I will use the performance of Hope Coming On as a catalyst to talk about the relationship between hope and nihilism. These seemingly opposed concepts rely on one another, in a sense, for their meaning. If everything was perfectly wonderful with the world, we could not be tempted with nihilism. But we would also not need hope, which is the desire for something better.

Through a case study of the controversies surrounding the molecular clock, this paper examines the role of visual representation in the dynamics of scientific controversies. Representations of the molecular clock themselves became objects of controversy and so were not a means for closure. Instead visual representations of the molecular clock became tools for the further articulation of an ongoing controversy.

History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what (...) integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science. (shrink)

Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of (...) their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic. (shrink)

I’m not sure one even needs to think a state of affairs is true for us to take attitudinal pleasure in it. We surely take pleasure in imagining states of affairs. In such a case, we are well aware that the state of affairs that is the object of our enjoyment does not obtain. What is the proper account of the pleasure we take from imagining? I am fairly sure this is not a type of sensory pleasure. Would it make (...) sense to say that what S is attitudinally pleased by is the state of affairs consisting of S’s imagining p rather than p? I don’t think this will do. It seems possible for S to take pleasure in the imagined state of affairs, p, but not in the state of affairs of S’s imagining p. Consider the case of Chastity, who has had a puritanical upbringing. One day Chastity imagines a torrid romantic encounter with one of her co-workers. Quite in spite of herself, Chastity is pleased by the state of affairs which she merely imagines. But her upbringing has left its mark on her, so she feels very guilty about allowing her thoughts to run in such an unwholesome direction. Chastity is pained by the state of affairs consisting in her imagining the encounter. (shrink)

Sometimes a theory is interpreted realistically--i.e., as literally true--whereas sometimes a theory is interpreted instrumentalistically--i.e., as merely a convenient device for summarizing, systematizing, deducing, etc., a given body of observable facts. This paper is part of a program aimed at determining the basis on which scientists decide on which of these interpretations to accept a theory. I proceed by examining one case: the nineteenth-century debates about the existence of atoms. I argue that there was a gradual transition from an instrumentalist (...) to a realistic acceptance of the atomic theory, because of gradual increases in its predictive power, the "testedness" of its hypotheses, the "determinateness" of its quantities, and because of resolutions of doubts about the acceptability of its basic explanatory concepts. (shrink)

The call for a public health approach to gun violence has largely ignored what role the nascent Second Amendment jurisprudence will play in hindering change. Given the state interest for infringing on Second Amendment rights is nearly always public safety, public health law doctrine provides an apt framework for analysis.

[From the publisher]Taking the term “phenomenologist” in a fairly broad sense, Early Phenomenology focuses on those early exponents of the intellectual discipline, such as Buber, Ortega and Scheler rather than those thinkers that would later eclipse them; indeed the volume precisely means to bring into question what it means to be a phenomenologist, a category that becomes increasingly more fluid the more we distance ourselves from the gravitational pull of philosophical giants Husserl and Heidegger. In focusing on early phenomenology this (...) volume seeks to examine the movement before orthodoxies solidified. More than merely adding to the story of phenomenology by looking closer at thinkers without the same fame as Husserl or Heidegger and the representatives of their legacy, the essays relate to one of the earlier thinkers with figures that are either more contemporary or more widely read, or both. Beyond merely filling in the historical record and reviving names, the chapters of this book will also give contemporary readers reasons to take these figures seriously as phenomenologists, radically reordering of our understanding of the lineage of this major philosophical movement. (shrink)

: This essay seeks to contribute to our understanding of William James's ethics by reexamining a classic text—The Varieties of Religious Experience—that is not usually read in an ethical light. It shows that James develops an ethics of human flourishing in Varieties, which he grounds in a "piecemeal supernaturalist" cosmology and account of human nature. It also shows that, under the terms of James's view, religious and ethical issues are fundamentally interconnected, and leading a religious life is a necessary (though (...) not a sufficient) condition of maximal human flourishing. Overall, I show that for James the highest degree of human flourishing can be achieved only through the experience of metaphysical intimacy, or the self's harmonious relationship or unification with "a wider self.". (shrink)

There may be a limit on our capacity to suppress anthropocentric tendencies toward non-human others. Normally, we do not reach this limit in our dealings with animals, the environment, etc. Thus, continued striving to overcome anthropocentrism when confronted with these non-human others may be justified. Anticipation of super artificial intelligence may force us to face this limit, denying us the ability to free ourselves completely of anthropocentrism. This could be for our own good.

William Gavin’s William James in Focus: Willing to Believe is a brief and creative introduction to James’s philosophy aimed at students and non-specialists. As the subtitle of the book suggests, Gavin uses James’s will to believe doctrine as the organizing theme for his interpretation of James’s philosophy. One might initially think that this implies reading the latter in the light of James’s views on religion, but Gavin downplays the religious aspects of James’s will to believe doctrine and focuses instead on (...) its relevance for understanding what he terms the “latent image” of James’s personal life, which according to Gavin is primarily concerned with human mortality and the need to affirm philosophical positions.. (shrink)

This chapter begins by noting the importance of debates in science education that hinge upon support for or rejection of the Enlightenment project. It then distinguishes the historic eighteenth-century Enlightenment from its articulation and working out in the Enlightenment project; details Mario Bunge’s and others’ summation of the core principles of the Enlightenment; and fleshes out the educational project of the Enlightenment by reference to the works of John Locke, Joseph Priestley, Ernst Mach, Philipp Frank and Herbert Feigl. It indicates (...) commonalities between the Enlightenment education project and that of the liberal education movement, and for both projects it points to the need to appreciate history and philosophy of science. (shrink)

Consideration of the counting and reidentification of particulars leads naturally enough to the orthodox doctrine that, “on pain of indefiniteness,” an identity statement in some way involves or presupposes a general term or “covering concept”: i.e., that the principium individuationis or criterion of identity implied depends upon the kind of thing in question. Thus it is said that an auditor understands the question whether A is the same as B only in so far as he knows, however informally or implicitly, (...) the answer to the supplementary question, “The same what?”. (shrink)

In a recent article, William C. Roach offers a presuppositional critique, which is inspired by Carl F. H. Henry, of Michael R. Licona’s so-called New Historiographical Approach to defending the resurrection. More precisely, Roach attempts to defend six key theses, namely, that the NHA is an evidentialist approach, the NHA is a deductive argument, the NHA is an insufficient approach, believers and unbelievers share no common ground, the NHA does not embrace a correspondence theory of truth, and the presupposition (...) of divine revelation is necessary for apologetics. We respond to each of Roach’s arguments, respectively. (shrink)