In lieu of an abstract, here is a brief excerpt of the content:FEYERABEND'S EPISTEMOLOGY AND BRECHTS THEORY OF THE DRAMA by S. G. Couvalis In his early paper, "On the Improvement of the Sciences and the Arts," Feyerabend argues that, just as rival hypotheses show the shortcomings of entrenched scientific hypotheses, so theatre which presents hypotheses contrary to common beliefs about human beings shows the shortcomings of these beliefs. It develops understanding of human relations more effectively than intellectual debate because (...) it is a more complex medium whose elements can "represent the contrary hypotheses at the same time."1 He takes Brecht to be the first theorist of such a theatre. I shall argue that Brecht's epistemology is similar to Feyerabend's early epistemology and that his dramatic theory is a consequence of it.2 1 shall also argue, however, that Feyerabend is wrong in saying that Brechtian theatre presents contrary hypotheses at the same time, because plays, like descriptions, are theory-laden and Brecht, in any case, intends to show on stage that tragedies have social origins and not to present contrary hypotheses about human beings. According to Brecht, most people improperly assume that human behavior and social relations follow fixed patterns inherent in nature because they have been unable to compare the human behavior they know with that in other societies. They take what they experience to be typically human. Moreover, they interpret their social world as they have been taught: "A child, living in a world of old men... knows the run of things before he can walk."3 Feyerabend brings out the effect of such training very vividly: "The teaching procedures both shape the 'appearance,' or 'phenomenon' and establish a firm connection with words, so that finally the phenomena seem to speak for themselves...."4 Because these interpretations of the social world which children are taught are descriptive, explanatory, and prescriptive, they are more 117 118Philosophy and Literature complex and more dangerous than the interpretations of physical objects they are taught. For example, children learn different evaluations of precisely the same behavior in males and females through being taught how to describe it. In being taught to describe certain behavior as "manly" they are taught both that it arises from a male's nature and that it is laudable behavior for boys but not for girls. "Manly" behavior in a woman is not "confident" or "forthright," but "aggressive" or "pushy." In order to stop us from regarding traditional behavior patterns and social relations as unchangeable, and to enable us to question our descriptions of them, Brecht argues that the dramatist must cause us to cease to regard such patterns and social relations as familiar givens that can only be described in one way. To achieve this, he must not structure his plays on the Aristotelian model. The Aristotelian model makes audiences incapable of criticizing the dramatic message, imparts the view that the sources of tragedy lie in an inexplicable human essence, and presents social rules as if they were unquestionable natural laws. Instead, he should structure his plays to induce in audiences a scientific attitude to social relations and patterns of behavior. Like Feyerabend, Brecht realizes that a scientific attitude is not displayed by collecting descriptions of experience without considering whether the interpretations contained in the descriptions are correct. In Galileo, his view of those who mechanically describe experience in traditional terms is shown in Galileo's replies to the Aristotelian arguments of Andrea. When Andrea argues, "I can see that the sun's not in the same place in the evening and morning. So it can't stand still. It just can't," Galileo replies, "You 'W! What do you see? You see nothing at all. You're just gaping. Gaping isn't seeing." He then demonstrates to Andrea that the apparent motions of objects need not be their real motions because an apparent motion can be caused in more than one way. 5 Brecht shows that the central question for the scientist is not "How shall I collect descriptions of appearances?" but "What is it that I really perceive and how is it caused?" He argues elsewhere that "there's a vast difference between experiment and experience" because experiments are set up to test... (shrink)

This article presents a set of moral arguments regarding the selective abortion of fetuses on the basis of prenatal screening for late onset genetic diseases only, and for Huntington's Disease* in particular. After discussion of human suffering, human perfection and the distinctive features of the lives of people confronting late onset genetic disease, the author concludes that selective abortion is difficult to justify ethically, although it must remain a matter of personal choice.

This book traces the intellectual revolution initiated by Thales in the sixth century BC to its culmination in the metaphysics of Parmenides.

The Irish poet W. B. Yeats once wrote, with great sapience and perception: Nor dread, nor hope attend A dying animal; A man awaits his end Dreading and hoping all. That death has ever been a problem to man is attested as far back as we can trace our species in the archaeological record—indeed, it seems to have been a problem even for that immediate precursor of homo sapiens, the so-called Neanderthal Man; for he buried his dead.

Сборник посвящен изучению особенностей восприятия времени в различных исторических традициях и особенностей его фиксации в текстах. Для специалистов.

The United States has long been a model for accessible, affordable education, as exemplified by the country's public universities. And yet less than 60 percent of the students entering American universities today are graduating. Why is this happening, and what can be done? Crossing the Finish Line provides the most detailed exploration ever of college completion at America's public universities. This groundbreaking book sheds light on such serious issues as dropout rates linked to race, gender, and socioeconomic status. Probing graduation (...) rates at twenty-one flagship public universities and four statewide systems of public higher education, the authors focus on the progress of students in the entering class of 1999--from entry to graduation, transfer, or withdrawal. They examine the effects of parental education, family income, race and gender, high school grades, test scores, financial aid, and characteristics of universities attended. The conclusions are compelling: minority students and students from poor families have markedly lower graduation rates--and take longer to earn degrees--even when other variables are taken into account. Noting the strong performance of transfer students and the effects of financial constraints on student retention, the authors call for improved transfer and financial aid policies, and suggest ways of improving the sorting processes that match students to institutions. An outstanding combination of evidence and analysis, Crossing the Finish Line should be read by everyone who cares about the nation's higher education system. (shrink)

This new translation of The Logic of the Cultural Sciences _ _makes Ernst Cassirer’s classic study, long out of print, available to English readers. A German Jew living in exile at the beginning of the Second World War, Cassirer wrote this book—one of his clearest and most concise—in response to the crises besetting his era. It represented to him a rethinking and completion of his magnum opus _The Philosophy of Symbolic Forms. _S. G. Lofts’s translation stays close to the original (...) German and accurately reflects the echoes of the philosophical debates of Cassirer’s day. In the book’s five linked studies, Cassirer considers the intellectual structure of the disciplines we commonly refer to as the humanities. He defines and justifies the basic philosophical perspective of the philosophy of symbolic forms, and he contributes a wealth of ideas to continuing debates about culture and what is unique in human nature. (shrink)

Karen Spärck Jones produced over 200 publications, including nine books, in her long research career. She received many awards and honours, including the Association for Computing Machinery Salton Award in 1988; the American Society for Information Science and Technology Award of Merit in 2002; and the joint Association for Computing Machinery and Association for the Advancement of Artificial Intelligence Allen Newell Award in 2007. Karen also worked hard to try to improve the position of women in computing and to attract (...) more women to the discipline. She was a founder member of the ‘women@cl’ network based at the Computer Laboratory and was always unstinting with her time when women students and researchers asked her advice. (shrink)

The sequencing of the human genome and decreasing costs of sequencing technology have led to the notion of ‘personalized medicine’. This has been taken by some authors to indicate that personalized medicine will provide individualized treatments solely based on one’s DNA sequence. We argue this is overly optimistic and misconstrues the notion of personalization. Such interpretations fail to account for economic, policy and structural constraints on the delivery of healthcare. Furthermore, notions of individualization based on genomic data potentially take us (...) down the road of genetic reductionism obscuring the role of environmental factors in disease and ill health. We propose that one should see personalized medicine as a way of using personal genomic information to stratify individuals into subpopulations and suggest that personalized medicine be seen within a broader idea of personalized healthcare, reflecting healthcare that integrates personal genomic data into cultural, environmental and personal contexts. (shrink)

These essays offer a fascinating and lively synopsis of the work of some of the most important thinkers in Britain today. The authors represent a wide cross-section of BritainÕs current philosophical spectrum, resulting in a stimulating intellectual profile of the leaders of a community which dominated Western philosophy for much of the twentieth century. What makes a man or woman a philosopher? What are the new directions being pursued by British philosophy today? How do philosophers see their own development, and (...) what are the roots of their distinctive contributions? What are the major problems which preoccupy British philosophers today? The distinguished philosophers who have contributed to this book address these questions as well as other topics of interest. All have provided brief 'intellectual autobiographies,' including sketches of their individual concerns and how those concerns have developed throughout their careers. (shrink)

In the book, basic principles of syncretic logic (sycretics) are expounded upon, with the help of which group relationships of a philosophical nature are treated. Classical philosophical laws are analyzed, new assertions are formulated, laying claim to the position of laws. Syncretic logic is used for constructing the axiomatic theory of carriers and the analysis of its consequences. The problem of the origins of life is considered, the connection between the course of existence and the laws of conservation in physics (...) is expounded upon, the universal scheme of logical operations is described, the components of the structure of a world view are specified. The work is intended for a wide circle of individuals with philosophical and general scientific interests. (shrink)